Reading is an essential element in the broad and balanced curriculum we aim to provide at Colerne Church of England Primary School. Our Reading curriculum values:
The aims of the Reading curriculum are:
KS1 Children have daily Letters and Sounds phonics sessions. Once secure, children move onto ‘No Nonsense’ spelling and progress through the spelling patterns towards the end of KS1 and throughout KS2.
All children will experience core and linked texts. In KS1, the majority of children’s writing outcomes are based on their core texts and link texts are used for short burst writing or to enhance VIPERS skills. In KS2, the core text is the whole class reader and where children explore VIPERS skills and the link texts provide writing outcomes. In addition, children have weekly opportunities to develop comprehension skills.
KS1 children learn through synthetic phonics, the teaching of reading in which phonemes (sounds) associated with particular graphemes (letters) are pronounced in isolation and blended together (synthesised). This promotes word recognition and builds on children’s reading fluency. Children have daily sessions progressing through the phases within the Letters and Sound handbook. In Foundation Stage children cover Phase 2-4, Year 1 covers Phase 3-5a and Year 2 covers Phase 5a-6. Recapping the final phase from the previous year group embeds children’s knowledge of learnt phonemes-grapheme correspondences.
VIPERS (based on our chosen texts) are used to explore a variety of genres in class shared reading lessons. This allows for in-depth study of texts, supporting children to expand their vocabulary and experience a broad range of texts that they may be unable to fully access independently.
In KS1 Phonics assessments are carried out at the beginning of every large term (Terms 1,3,5) and data is analysed and used to tailor provision. Every KS1 child receives daily phonics sessions personalised to their phase either with a teacher or TA. By January children across KS1 are ‘set’ according to their Term 3 assessments. This ensures that all children are receiving the appropriate level and coverage for their developmental stage and prepares Year 1 children for the Phonics Screener check. Data is analysed and closely monitored to ensure that all children make progress through the Letters and Sounds handbook.
PIRA assessments are carried out three times a year from Year 1 - Year 6. Data is used to inform teachers and subject leaders of strengths and areas for development across the reading strands. Subject leaders can then analyse cohorts and provide constructive feedback to teachers about skills that may need greater emphasis during VIPERS and comprehension sessions.
Summer 2021 Subject Leaders Learning Walk clearly demonstrated the progression of VIPERS skills across the school. Children were enthusiastic and confident to discuss text genres, make links between books, themes and authors and passionately discuss the selected texts and their broadened reading diet.
Despite a disjointed implementation of this new approach to our Reading Curriculum, children and staff have embraced and developed the direction alongside subject leaders.