Kingsfield Primary School

We believe every child is special


                              Phonics and Early Reading

Kingsfield Primary School

Phonics and Early Reading – September 2019


Early literacy is the development of young children’s skills in moving from learning to read, to reading to learn; these skills include word recognition and language comprehension – the essential components of reading.

Children do not automatically learn how to read and skills need to be specifically taught.  Providing high-quality learning experiences creates the necessary foundation to help children master essential early literacy skills.

Reading intention:

The intention is that every child at Kingsfield Primary School will:

- learn to read through a systematic and comprehensive approach

- engage with and enjoy reading across a range of subjects and for a range of purposes

-  be curious and eager to read more 

and thus, building the capacity for life-long learning and preparation for their next stage in education.

Kingsfield’s approach to reading will:

- be rich in assessment for learning through establishing what every child knows and can do; identify those children who need more support; identify those children who need further challenge – and planning for every child in response to this

- provide rich reading experiences across the range of curriculum subjects

- ensure the provision of appropriate resources

- lead to positive outcomes in children’s learning in statutory assessments in both Phonics and Reading

- seek to involve parents



- Phonics is taught daily in Reception Class and Year 1

- Phonics teaching follows the Letters and Sounds Programme and this is used by class teachers to direct planning

- Key resources include RWInc. flashcards, the interactive resource Phonics Play, Jolly Phonics, Direct Phonics

In Reception:

- a 20 minute daily lesson including the Jolly Phonics actions and sounds

- Phase 2, 3 & 4

- supports both reading and spelling

- whole class session with follow-on differentiated groups with matched activities

- formal assessment – November, February, April, June

Year 1:

- a 20-minute daily lesson

- a 5-minute follow-on lesson in the afternoon, e.g. flashcard and quick response

- Phase 4 (recap), 5 & 6 (if appropriate)

- supports both reading and spelling

- whole class session with follow-on differentiated groups with matched activities

- formal assessment – every half-term

- a Direct Phonics lesson as an extra lesson in the afternoon with a trained teaching assistant for those children who are working below age-related expectations

Year 2:

- a daily phonics lesson for those children who have not yet met the standard

-Formal assessment – every half-term

-Direct phonics as an intervention lesson.

Guided reading (Teaching reading):


- Sharing whole class texts through shared reading every day

- Individual reading using an appropriately pitched decodable book – each child listened to once a week by the teacher or teaching assistant recorded in a reading diary; those children who do not read at home have additional reading; books are changed regularly

- In addition to the decodable book, a reading book for pleasure is taken home from the classroom collection or the school library

Key Stage 1 and 2:

- Sharing whole class text through shared reading every day

- Guided reading in ability groups each morning – one group reads to the teacher; one group reads with the T.A.; one group independent comprehension; two groups completing follow-up tasks

- Year 6 complete a longer piece of comprehension weekly to build reading stamina

- In Key stage 1, individual reading for those targeted children during early morning with decodable text

- also using extra HLTA support.

- Children take home a decodable book and a library book from classroom stock; each child takes home a home reading diary


Reception, Year 1 and Year 2 daily at the end of the day – children’s choice

Reading across the curriculum:

Provided through Literacy Tree; books linked to current topics – strengthening the children’s phonics and comprehension skills

Word mats are going to be made for Year 1 and 2 linked to each topic and this will be transitioned into Reception in summer term.

Home reading

Reception as above

Year 1 – children take home phonics homework linked to the sounds learnt that week; children take home grids showing words/sounds that they  need to learn

Action: following 1st half-term assessment children take home additional sounds/words to practise that are highlighted as gaps in learning from assessment

Phonics evening – October 2019 – teachers will explain how they can help including ‘overlearning’ sounds/words taught in class that address gaps


- Phonics as above

- Decodable texts in Early Reading Library which are colour-coded banded – following children reaching purple an Accelerated Reader assessment on the computer takes place and this establishes the child’s current reading level and gives a range

Phonics and Early Reading Leaders:  Karen Piper, Clare Edmond 

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