As children learn to read and develop in fluency, they follow a colour banded reading scheme through Pearson Bug Club, once they are fully fluent they can select from challenging non banded texts and e-books in addition to the banded scheme.
The foundations of reading are laid in a child's earliest experiences of books and parents play a vital role in supporting the school's approach by sharing a wide range of books with their child and by setting aside time for listening, discussing and encouraging. Advice on reading approaches will readily be given by the staff. Our aim is that children will find regular reading a pleasurable and meaningful activity.
We ask parents to comment/sign their child’s reading record regularly and ensure it is returned to school each morning. We have revised our homework expectations so that reading at home, preferably with an adult and at least 2-3 times a week, is one of only two homework activities set. We also hold weekly competitions to celebrate the achievements of children who have been reading a lot at home. You can find a parents' guide to reading here, which includes questions that you can ask your children while they read to support their comprehension.
If any parents are able to volunteer any time to come and read with children during the school day then please contact your child’s class teacher. Any help is gratefully received as we all strive to create an ever stronger sense of a reading culture throughout the Jubilee community.
At Jubilee we encourage children to:
- read with confidence, fluency and understanding;
- be able to orchestrate a full range of reading cues (phonic, graphic, syntactic, contextual) to monitor their reading and correct their own mistakes;
- understand the sound and spelling system and use this to read and spell accurately;
- have an interest in words and their meanings and a growing vocabulary;
- have a suitable technical vocabulary through which to understand and discuss their reading;
- be interested in books, read with enjoyment and evaluate and justify their preferences;
- develop their powers of imagination, inventiveness and critical awareness through reading.
Pupils are taught to write for a range of purposes and or different audiences. They write in response to a wide range of stimuli including drama and theatre groups, real and imagined experiences, stories, plays, poems, their own interests and activities they participate in within the classroom.
Children have lots of cross curricular opportunities to write and are taught the basics of grammar, punctuation, phonics, spelling and handwriting systematically as they move across the school. We want our pupils to enjoy writing and become fully independent writers able to use all the various styles and conventions of writing. They are provided with opportunities to evaluate and improve their work through editing, proof-reading and redrafting.
Each term the children explore high quality texts through our work on the Power of Reading. These books provide fantastic models of how engaging and exciting the world of literature can be and serve as an inspiration for our written work.
Through extended writing sessions pupils also have the opportunity to use the skills they learn in class as they write for a range of purposes for extended periods of time.
We are keen for pupils to develop a neat, cursive handwriting script and teach children to form their letters correctly as soon as they start writing, please refer to our handwriting policy for models of how we teach letter formation. We follow the Nelson handwriting scheme. If you would like to receive further guidance about the expectations for handwriting for your child then please contact your class teacher or the Literacy Coordinator.
Writing and reading are seen as complementary, and we ask parents to support at home through following the home reading scheme and helping children to learn their weekly spellings- this really is important as when children can spell what they want to say, their writing really does improve significantly.
In order support our children’s development as competent readers and writers, it is crucial that they have a secure understanding of the letters sounds and how we spell. Phonic skills need to be developed in a clear systematic way.
Letters and sounds provides a systematic, synthetic approach to the teaching of phonics, from EYFS through key stage 1 and into key stage 2 where appropriate. Our phonics programme focuses on securing the skills which are essential for children to decode (read) and encode (spell) words accurately.
Our programme is taught in six hierarchical phases:
- Phase one promotes speaking/listening skills, phonological awareness and oral blending/segmenting (putting together/separating);
- Phase two to five focus on high quality phonic work to help children develop fluent word reading and spelling skills
- Phase six focusses on learning, practising and applying new spelling patterns.
The sessions are delivered in differentiated ability groups to ensure participation and engagement. This ensures that by the end of key stage 1 children should develop fluent word reading skills and establish firm foundation s in spelling.
On entrance to key stage 2 any pupils that have not completed the 6 phases of letters and sounds programme will continue to receive discrete phonics teaching in the form of targeted phonics groups to support them in making the progress needed to catch up with their peers.