English
At Fairfield Park Lower School, we value English.
We are SKILLED READERS, ELOQUENT SPEAKERS and CONFIDENT WRITERS!
We have ambitious aims for all of our children to become lifelong learners and to build their cultural capital by utilising their reading, writing, speaking and listening skills. In addition to discrete English, phonics, spelling, reading and handwriting lessons we create opportunities for children to develop their use of the spoken and written word across the curriculum. We use a diagnostic approach to implementing interventions and regularly review these to ensure that children achieve their full potential and progress.
Skilled Readers
At Fairfield Park Lower School, our children are empowered to become enthusiastic and motivated readers who love literature and take enjoyment when reading for pleasure. They have a confidence to read a wide variety of genres and text types and our lessons incorporate the reading of texts that provoke thought within children. Our children grow in their ability to decode words in order to be able to read fluently with understanding – these skills are developed through a supportive network and regular reading time with adults and peer readers alike.
Reading Progression of Knowledge and Skills Yr Rec - Yr 4
Reading Curriculum
We believe in the simple view of reading and we ensure that our whole class teaching and interventions target the development of both decoding and language comprehension. Early reading is taught through daily discrete phonics sessions, following the Twinkl Phonics programme. We aim to foster an early love of reading by sharing a wide range of texts with children and by celebrating and prioritising reading on our school timetable.
While learning phonics, children will bring home a decodable phonics book matched to the sounds they are learning or have learnt. This helps consolidate their learning.
At Fairfield Park our books are split into, a) decodable books which can be read using current phonic knowledge and b) ‘Real Book Approach’ books, which can be read using phonic knowledge along with other skills such as knowledge of High Frequency Words, repeated word patterns, context of the text, etc. It’s not uncommon if the ‘real book approach’ books will need some adult support since your child may not be familiar with all the words or phrases yet. Using these two types of books alongside each other will enhance the children’s diet of books and thus support their reading fluency and comprehension.
Reading for pleasure is encouraged and children regularly listen to texts, beyond their current stage of independent reading comprehension, which are read aloud by an adult who will model fluency, expression and intonation. They are given the opportunity to discuss their understanding of this challenging reading material and adults will support them to develop their comprehension strategies. Reading for pleasure is by no means limited to fictional texts; children are given access to brochures, instructions, newspapers, comics and digital texts. Children are also encouraged to read independently, with their peers, with younger children and with adults at home.
To encourage reading for pleasure, children have the opportunity to take home a reading book to share with an adult at home from their “real book approach” selection in their class. Children will be able to read their book, with a little adult support to understand vocabulary or pronounce some unfamiliar words. They’ll also have the chance to bring both fiction and non-fiction books home to read.
Reading Newsletters
2022-23 Reading Newsletter Summer Term
2022-23 Reading Newsletter Spring Term
2021-22 Reading Newsletter Spring Term 2
2021-22 Reading Newsletter Spring Term 1
2021 -22 Reading Newsletter Autumn Term
2020-21 Reading Newsletter Summer Term
2020-21 Reading Newsletter Spring Term
Storytelling Week
Read more about our Storytelling Week by clicking here.
To support reading at home, each year group has some suggested questions you may wish to ask your child while you are reading with them.
Reading Questions for Reception
Reading
Intent
At Fairfield Park Lower School our children are empowered to become enthusiastic and motivated readers who love literature and take enjoyment when reading for pleasure. In order for children to access, listen to, share and enjoy a range of texts, we develop reading comprehension by teaching both decoding skills and language comprehension. We aim for our children to have the confidence to read a wide variety of genres and text types and our lessons incorporate the reading of texts that provoke thought. We recognise that pupils who read on a regular basis, in school and at home, have a higher chance of fulfilling their academic potential across the curriculum. The teaching of reading is therefore prioritised across the school with precise interventions addressing gaps in children’s knowledge
Implementation
We believe that there are two distinct components to teaching children to read; decoding and language comprehension. When these components are mastered, children are able to enjoy, understand and utilise reading material.
We follow the Twinkl Phonics scheme and deliver daily discrete phonics lessons throughout EYFS and Key Stage 1. Where necessary, phonics is continued into Key Stage 2 and we use a multisensory approach regardless of age and stage. In KS2 Whole class reading is taught 3 times a week for 20 minutes in addition to English lessons.
We foster a love of reading from an early age and ensure that children have opportunities to read for pleasure both independently and by listening to stories shared in class. We provide a range of text types for children to explore and we celebrate and encourage the reading of brochures, newspapers, instructions as well as a wide range of digital texts.
We ensure that reading is prioritised on our school timetable and that children have many opportunities to read alone, in groups, with their peers, younger children and adults.
Children have access to a decodable book and a book from the 'real book approach'.
We celebrate reading through whole school events such as World Book Day, through celebration at Golden Good News assemblies and through regular communication with parents.
We ensure that school staff receive regular reading training and that all members of our team are early reading experts. Our training may include visits from external specialists, internal staff CPD, specific intervention training and peer observations.
Impact
Children will develop both fluency and comprehension skills enabling them to access learning across the curriculum.
Children will build cultural capital and become educated, well rounded citizens.
Children will develop a lifelong love of reading.
Children will develop their vocabulary through an interest in words and their meanings.
Children will develop their technical vocabulary across a wide range of subjects. They will understand grammatical terminology and use this to discuss both published writing and their own independent work.
Phonics
Intent
At Fairfield Park Lower School, we value reading as a key life skill, and are dedicated to enabling our pupils to become lifelong readers and take enjoyment when reading for pleasure. We acknowledge that children need to be taught the key skills in segmenting and blending to be equipped with the knowledge in the first steps of reading.
We also value and encourage the pupils to read for enjoyment and recognise that this starts with the foundations of acquiring letter sounds, segmenting and blending skills. The systematic teaching of phonics has a high priority throughout Foundation Stage, Key Stage 1 and Key Stage 2.
Implementation
We believe that there are two distinct components to teaching children to read; decoding and language comprehension. When these components are mastered, children are able to enjoy, understand and utilise reading material.
Through the teaching of ‘Twinkl Phonics’ the children are taught the essential skills needed for reading. Phonics is a priority on our timetable and is taught daily to all children in Foundation Stage and KS1. Where necessary, phonics is continued into Key Stage 2 and we use a multisensory approach regardless of age and stage.
Teachers assess (half termly but more often if required) the children’s phonics knowledge. These regular assessments inform planning and allow teachers to identify any gaps in learning. Interventions are planned for those children who are working below expected levels and are monitored on a half termly basis.
The children have regular reading sessions with an adult where we ensure they are regularly practising and applying their phonics knowledge.
In EYFS and Year 1 the sounds of the week are added to a phonics working wall. As each level is taught it is displayed for the children to refer to.
The children have reading books which they are encouraged to read regularly at home which match their current phonics knowledge. Reading books are grouped by level, sound or a reading for pleasure book.
We ensure that school staff receive regular reading training and that all members of our team are early reading experts. Our training may include visits from external specialists, internal staff CPD, specific intervention training and peer observations.
Impact
Through the teaching of systematic phonics, children will become fluent readers by the end of Key Stage One. This way, children can focus on developing their fluency and comprehension as they move through the school.
We firmly believe that reading is the key to all learning and so the impact of phonics and reading is embedded throughout the whole school curriculum.
Children will build cultural capital and become educated, well rounded citizens.
Children will develop a lifelong love of reading.
