How we approach reading at Holy Family
From the moment of induction when every new children is given a present of a book they are immersed in stories and books. Every classroom has its own book corner, and a central library is maintained too. All classes have a selection of titles that connect with teaching and learning in that year group. Teachers also have access to the online resource called 'Take One Book' which supplements their classwork. Reading together as a class, via class book sets, reading in small groups and reading individually are all weekly occurrences. Staff model reading and give advice on good books to read. They encourage parents to read with their children regularly, and also discuss the book with older children. We participate in book weeks and library visits every year.
The Reading Journey
We work with Just Imagine using their 'Reading Journey' book resource. This is
a curated collection of high quality books to support reading for pleasure. And an exciting app with an inbuilt reading journal and challenges to engage readers.
Reading Journey Aims
Curated Book Selections
The Reading journey is organised by phase: Lower Key Stage 2 and Upper Key Stage 2. Each phase has a recommended 200 great reads.
Holy Family Catholic Primary School uses AR (Accelerated Reader) . Pupils take a STAR reading test at the beginning of each term and are given an AR level of books to read and quiz independently.
Accelerated Reader is a computer based system that tracks pupils’ reading comprehension and progress, initially through a Star Reading Test and then through regular book quizzes completed in school. www.renlearn.co.uk
Accelerated Reader combines the elements of personalised and assessment reading to promote reading for pleasure and to motivate pupils to use reading for learning. Studies have shown that the AR Reading Scheme motivates pupils of all ages and abilities to read more and consequently raise literacy standards.
Pupils are achieving their individual targets and completing their quizzes with impressive levels, demonstrating their understanding of the texts.
Once a pupil has read a book they will complete an online reading quiz at school to assess their understanding of the book. Each pupil’s reading progress can then be continually accessed via the AR Scheme. Teachers and Classroom Assistants continue to listen to children read regularly.
As always parents remain encouraged to hear their child/children read at home and to share the content of the book by discussing what has been read.
At Holy Family, early reading is taught using synthetic phonics as the main approach to reading. Pupils are systematically taught the phonemes (sounds), how to blend the sounds all through the word for reading, and how to segment the sounds in order to write words. Children are taught to use their phonic skills and knowledge as their first approach to reading, but are also taught how to read high frequency words which do not completely follow the phonic rules.
All of our early reading books are colour banded. Each child is given a colour band to choose their home reading book from which will help to ensure that the book they select is at about the right reading level for them. Every colour band includes books from a range of reading schemes so that they will experience a range of stories, text types and illustrations. The majority of books within the early book bands can be decoded using phonics skills and knowledge. A range of published schemes are used, these include Rigby Star Phonics, Big Cat Phonics, Floppy Phonics, Songbirds and Oxford Reading Tree.
Here is a video explaining how each phoneme (sound) is articulated:
The school follows the government published programme 'Letters and Sounds' to teach phonics.
Phonics is taught from Foundation and is divided into six phases, with each phase building on the skills and knowledge of previous learning.
Children have time to practise and rapidly expand their ability to read and spell words. They are also taught to read and spell ‘tricky words’, which are words with spellings that are unusual.
The aim of this Phase is to foster children’s speaking and listening skills as preparation for learning to read with phonics. Parents can play a vital role in helping their children develop these skills, by encouraging their children to listen carefully and talk extensively about what they hear, see and do.
Phase Two is when systematic, high quality phonic work begins. During Phases Two to Four, children learn:
The Letters and Sounds Programme we use suggests an order for teaching the letters. We recognise, however, that children’s personal experience of letters varies enormously. Most importantly, we ensure that phonics is taught and practised at a pace that is suitable for individual and groups of children.
Children learn new ways of representing the sounds and practise blending for reading and segmenting for spelling.
During this phase, children become fluent readers and increasingly accurate spellers.
Statutory phonics screening check
At the end of year one, your child will undergo a statutory phonics screening check. This is a statutory assessment. The test comprises of a mixture of real and nonsense words which children have to decode/read. The phonics screening check is designed to confirm whether or not individual children have learned phonics decoding to the appropriate standard.
Year 1 children who do not pass the phonics test, or who are not submitted, are identified and targeted in the summer term, before receiving additional support in Year 2. This includes the opportunity to revisit key sounds through targeted sessions across the key stage. In KS2 children identified as having a difficulty with phonics and reading continue to participate in regular additional phonics and reading sessions.