At Heathfield School, we strive to achieve the highest standard for all children entrusted to our care whilst ensuring that they are equipped with the skills, knowledge and understanding to support their future learning. We believe that Reading is a complex skill with many components and therefore have adopted a consistent approach to the teaching of these skills throughout the school. We believe that Reading is a valuable and rewarding experience and that the importance of laying a firm foundation in this crucial area will enable our children to become enthusiastic, independent, and reflective readers. Success in Reading at Heathfield School will have a direct impact upon progress in all other areas of the curriculum and will be crucial in developing our children socially and academically, both during their time at Heathfield School and in their future lives.
Aims and objectives
Teachers are given clear guidance on approaches to secure conceptual understanding, sequential knowledge development and progression in lessons, through effective CPD, planning and in class support.
Aims and objectives
The Rose Report (2006) makes it clear that ‘high-quality phonic work’ should be taught systematically and discretely as the prime approach used in the teaching of early reading. The progression of the Letters and Sounds programme used in school provides the structure for all phonics teaching.
Beginner readers will be taught:
High-quality phonic work will be most effective when:
We aim to encourage all children to reach their full potential through the provision of varied opportunities to access phonics. We recognise that our phonics planning must allow pupils to gain a progressively deeper understanding of the phonetic structure of the English language as they move through the school to ensure all children are provided with the key tools needed to become a fluent reader. Careful thought will be given to the provision of appropriately structured work for children with SEN.