Learning to read is one of the most important things your child will learn at our school. Everything else depends on it, so we put as much energy as we possibly can into making sure that every single child learns to read as quickly as possible.
We want your child to love reading – and to want to read for themselves. This is why we work hard to make sure children develop a love of books as well as simply learning to read.
How reading is taught at Wick
When your child starts Reception, they will be taught phonics daily as the prime approach to learning to read, in line with the DFES Letters and Sounds programme which can be found online.
They will listen to stories and read regularly to an adult during their time in KS1. In KS2, a wider range of books and reading activities will support the children with their comprehension and deeper understanding of what they read.
What parents and carers can do to help
You can help your child to learn to read by sounding out the letters in words with them and then ‘blending’ the sounds together to make a whole word. Try not to refer to the letters by their names. Help your child to focus on the sounds. A good understanding of these sounds really does make a difference and your support will get your child off to a flying start and encourage them to make great progress.
Sometimes your child might bring home a book they already know well but have chosen because they enjoy it. Encourage your child to tell you the story out loud; ask them questions about things that happen or what they think about some of the characters in the story.
Make reading fun! Remember to keep reading to your child. They will come across far more adventurous words than they will in their early reading books and you will be helping them to grow a vast vocabulary and develop a deeper understanding of different stories. It will also encourage them to love books and want to read more - if a child sees and hears an adult reading, they are inspired by them!
4 out of 7 Reading Scheme
To encourage children to read regularly and develop a love of reading, we have a whole school reading reward system. We have a lovely range of reading books, library books and book areas in each class for the children to choose from.
Your child has a reading record card in their reading diary which they should bring home daily to share with you. We ask that children read at least 4 times a week, and depending on their age, this may be reading aloud to you, or for older children, will be discussing the book with you. We would ask you to initial their record at least 4 times a week. At the end of each term, there is a class reading reward agreed by the class and their teacher and treats such as a visit to the park, own-clothes day, film and popcorn, indoor or outdoor play session have all been popular.
The recommended times for children to read are shown below:
Reception; supported by an adult 10 minutes 4 x a week
Years 1 & 2; supported by an adult 15 minutes 4 x a week
Years 3 & 4; support dependent on reading skills, 15 minutes 4 x week.
Years 5 & 6; independent or supported reading 20 minutes 4 x a week
How reading is assessed at Wick
Reading comprehension is taught and assessed continually throughout the curriculum and school day but also in discreet daily guided reading sessions. Children are placed in small groups and take part in a teacher led session at least once a week, and independently work on follow up activities, independent reading or reading comprehension during the rest of the week. The children are assessed during the teacher led sessions using age related expectations (reading milestones) but also in KS2 through the use of NFER reading tests that the children take three times a year. Children who have been identified as not meeting age related expectations are given extra support from year 1 onwards. Reading levels are bench marked and appropriate resources used to boost the child's reading confidence and fluency. Further support through the school is given in a number of ways and can include daily extra reading with helpers and class TAs and afternoon reading groups using intervention and inference resources.