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Phonics and Reading Schemes

Children have many opportunities for reading in school which include: shared reading in the daily English session, guided reading with the teacher, sharing a class book, RIC activities, ERIC (everyone reading in class) sessions and individual reading. As well as these scheduled opportunities to read in class, each classroom has a dedicated reading area to encourage reading for enjoyment. This area promotes a love of reading and encourages children to be actively involved in writing book reviews and selecting books for themselves and their peers to enjoy. Throughout the week (often as part of Guided Reading or in early years and KS1, ‘free time’) children will have the opportunity to access this area.


Shared reading

In KS1 and KS2, Children will have opportunities to read frequently during whole class English lessons. This may involve reading together as a class from the board or reading/sharing a range of texts. In addition to this, every class in KS1 and 2 has a class read. Each child has their own copy of the class read and they are encouraged to read alongside the teacher or independently to the class in whole class sessions. In Reception, towards the end of the school year, children participate in shared/group reading activities to prepare them for guided reading in KS1.


Guided reading

Each week the children will work with the class teacher in a small group to access a text. This text is aimed at a slightly higher level than they are able to read independently, but with the support of the class teacher, children are able to access the text and extend their reading ability and comprehension. Adel Primary School use the ‘Collins Cats’ scheme of work for guided reading alongside the ‘Oxford Reading Tree’ scheme. In KS1 and KS2, guided reading sessions take place on a daily basis. Each group receives one session with the class teacher or teaching assistant but is then involved in a series of extension activities throughout the week. Examples of these include independent reading, reading comprehensions, follow up tasks and phonic games. In upper key stage two, the children use a range of chapter books selected by the class teacher, which challenge and extend their comprehension skills.



As part of the new national curriculum, RIC sessions are held in KS1 and KS2, often in conjunction with guided reading. RIC focuses on the three most important skills of children’s comprehension: Retrieval of information in a text, interpretation of a text and understanding/explaining the author’s Choice. These sessions focus on a range of different sources including passages from a book, pictures from a book and videos. These will often be taught as whole class sessions or may be in the form of starter activities before a lesson. 


Individual Reading

In EYFS and KS1 children read independently (often with an adult) on a frequent basis. In key stage 2, children who need more individual support will receive help on a one to one or small group basis.

In Key Stage One and EYFS, children access the ‘Oxford Reading Tree’ scheme of work, which include a variety of fiction and non-fiction texts. Once children are secure readers they then access extended chapter books suitable for their reading level. Children take home schoolbooks suited to their ability twice a week and are encouraged to also take home books from our class libraries.


The teaching of Phonics

Synthetic phonics teaching is taught on a daily basis in EYFS and Key Stage One to support reading and writing. The definition of ‘synthetic phonics’ is an accelerated form of phonics where children are taught all letter sounds very quickly after starting school. This method of teaching continues throughout Key Stage One, where children continue to extend their learning to using digraphs and trigraphs. Phonics is taught through isolated phonics sessions but also forms part of the English hour, supporting children’s reading, writing and spelling.

At Adel Primary School we recognise the vital importance of phonics teaching and learning. We use the Department for Education 2007 publication Letters and Sounds as the basis for our phonics curriculum. This document details 6 stages of phonics development and provides a breakdown of the phonics to be covered in each stage. A copy of this document can be found below.

Rather than using one specific teaching and learning phonic scheme we use a number of methods and materials to deliver this curriculum. We aim to use multi sensory teaching and learning in phonics and use Jolly Phonics to help the children learn the first 42 sounds via songs and actions.  A link to the Jolly Phonics website can be found below.

Information sessions for phonics are held every year and lots of information sent home so that phonics learning can be supported at home too.

In Key Stage Two, spelling forms an integral part of english teaching. The focus is on children making accurate spelling choices and applying these to their work. Children who require further support with their spelling/phonics are able to access a range of intervention groups suitable for their individual needs.


Parental Involvement

At the start of the school year, your child’s class teacher will have informed you about classroom routines for each class with regards to reading books/reading homework activities. We emphasise the need for parents to take an active role in their child’s education, supporting the developing reader and encouraging open lines of communication through reading diaries and planners.

Letter and Sounds 2007 document