Reading & Phonics
Phonics at Leconfield Primary School
At Leconfield we use Read Write Inc Phonics (RWI) to give your child the best possible start with their Literacy development.
What is Read Write Inc
Read Write Inc (RWI) is a phonics complete literacy programme which helps all children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling.
Children will begin our Read Write Inc scheme within the first few weeks of Reception and will then continue with phonics into Year 1. During the Summer term of Year 1 the children will have their Phonics Screening Check.
Some children may require extra phonics support as they move through the school. We assess the pupils and support them through their interventions if they require this support.
Reading at Leconfield Primary School
At Leconfield we aim for all our children to become fluent, confident readers who are passionate about reading.
Children who read regularly or are read to regularly have the opportunity to open the doors to so many different worlds!
More importantly, reading will give your child the tools to become independent lifelong learners.
Reading books
Reading books are sent home each night with your child’s reading record. Please do not worry if your child is not reading the same books as others as the books are specifically matched to pupil’s individual knowledge.
We really encourage everyone to read as much as possible at home with their children. We encourage parents to sign your child’s reading record when they have read at home.
Rock to the Top
Rock to the Top is our whole school reading initiative. Each week we check the children’s reading records. If your child has read at home they move to the next ‘Rock.’ If your child reads at home 4 times a week each week of term, they will have a Rock to the Top treat and receive a certificate. We feel it is really important to recognise those children who read lots at home and practice their reading skills.
‘Pupils are confident that staff will help them if they have any concerns.’
‘Pupils enjoy attending this school.’
‘One group of pupils is supporting the community to develop a sensory garden in
the local area.’
‘Leaders know how important it is for pupils to enjoy reading.’
‘Children enjoy exploring the purposeful learning environment that staff have created for them.’
‘Leaders and teachers promote a respect of different cultures and ideas.’
‘Staff have given careful thought to what
children will learning each term.’
‘Across
the school, pupils behave well both in lessons and during social times.’
‘Teachers encourage pupils
to read in a variety of ways.’
‘ Children learn to read as soon as they start at school. Welltrained staff skilfully help children to read with increasing confidence.’
‘Leaders are working to further improve their curriculum.’
‘There are consistent routines and high expectations.’
‘Pupils enjoy their role as ambassadors for the school, welcoming visitors and organising fundraising events.’
‘ The early years staff know their children well.’
‘Leaders ensure that staff have the training and support to meet the needs of pupils with SEND’
‘Pupils learn to develop their independence from an early age.’
‘ Pupils, including those with special educational needs and/or disabilities (SEND), are given extra support if
they fall behind.’
‘Learning builds on what pupils already know. Teachers have strong subject knowledge and support pupils to develop their reasoning skills.’
‘Leaders encourage pupils to take on responsibilities in school.’
‘There are respectful relationships between adults and pupils.’
‘Pupils move around the school sensibly.’
‘Pupils are respectful of people with different backgrounds or beliefs.’
‘Pupils are supportive of one another’
‘Pupils learn how to stay safe, including when using the internet.’
‘The safeguarding of pupils is a priority in school. Staff know pupils and families well.’
‘Pupils listen carefully to other people’s opinions.’
‘Pupils feel safe in school. Bullying is rare.’
‘Pupils enjoy taking part in a wide range of extra-curricular experiences, such as rugby club and choir.’
‘One pupil, typical of many, said, ‘We should treat others as we expect to be treated ourselves.’
‘In
mathematics, the ‘small steps’ of knowledge that pupils must learn are clearly identified.’
