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Chambersbury Primary School “Learning, Growing, Achieving... TOGETHER”

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Reading

 

 
   
 

Our School Vision

Our aim is for Chambersbury Primary School to be a place where each individual is cared for deeply, valued and respected – Where everyone in the school community has the opportunity to learn in an environment full of excitement and fun, so they can grow up to be “change-makers” and “assets” in the community, society and world they live in.

 

At Chambersbury School we want to enable our children to read in order to unlock their learning and encourage a lifelong love of reading.  We aim to give our children a meaningful purpose to reading through exciting contexts, enrichment opportunities, chances to apply their skills creatively across the curriculum and modelling by adults across the school.

At Chambersbury School, we recognise and understand the importance of both word recognition and language comprehension, and how these work together to enable confident and fluent readers.

 

Word Recognition

We follow the ‘Letter and Sounds’ phonics scheme because it is a recognised resource published by the DfE that supports our aim to build both children's speaking and listening skills alongside their phonic knowledge and skills.  It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.

 

Language Comprehension

Across the school we use guided reading sessions, alongside reading within English lessons and other curriculum areas, to embed the necessary skills and build vocabulary.  This allows us to teach children a range of strategies to help them unpick unfamiliar words and increase their overall understanding of sentences and whole texts.

 

Reading for Pleasure

At Chambersbury we work hard to promote reading for pleasure and the development of a life-long love of reading.

 

Phonics – Word Recognition and Decoding

From Reception to Year 2, phonics is taught as a discreet daily 20 minute session.  It is planned using ‘Letters and Sounds’, following a Revisit/Review – Teach – Practise – Apply format.  This includes the teaching of high frequency words as well as phonics, informed from both ‘Letters and Sounds’ and class based assessments such as spelling tests and reading and writing assessments.

 

Through our phonics teaching we hope that all children will develop the necessary decoding skills to support fluent reading.  Our expectations for each term are shown below according to year group.  We do however appreciate that not all children can learn at this pace and to support them best, we group the children in order to meet their needs and help fill any gaps in their phonological awareness and knowledge.  These smaller groups are taken by either class teachers, or supporting Teaching Assistants familiar to the children, and enable more targeted teaching.  Streaming enables us to best support all learners at the level they are working at in the hope of closing any gaps in the learning, enabling them to eventually meet the reading expectations for their age.

 

Year Group

Autumn 1

(8 weeks)

Autumn 2

(7 weeks)

Spring 1

(6 weeks)

Spring 2

(6 weeks)

Summer 1

(5 weeks)

Summer 2

(7 weeks)

Reception

Phase 2

i  n  m  d 

g  o  c  k 

ck   e  u  r

h  b  f, ff  l

ll, ss

Phase 3

j  v  w  x

y  z,  zz   qu

sh  ch  th  ng

ai  ee  oo  oa

ar  or  igh  ur

Phase 3

ow   oi  ear  er

air  ure 

 

Recap of phase 3

Recap Phase 3

 

Chd to join in with KS1 streaming

 

Phase 4

 

CVC

CVCC

 

Consonant blends

Recap phase 3 and 4

Year 1

Phase 3

Recap j  v  w  x y  z,  zz

qu sh  ch  th  ng ai  ee  oo  oa ar  or  igh  ur ow   oi  ear  er air  ure 

Phase 3

Recap phase 3

Reading and spelling polysyllabic words

Phase 4

CVC

CVCC

Consonant blends

Phase 5

ay  ou  ie  ea

oy  ir  ue  aw    wh  ph ew                    oe au  ey a-e e-e  i-e  o-e  u-e            

Phase 5

ay  ou  ie  ea

oy  ir  ue  aw    wh ph ew                    oe au  ey a-e e-e  i-e  o-e  u-e            

Phase 5

Alternative pronunciations:

i o c  g  u ow ie and ea

a-e e-e  i-e  o-e  u-e            

Phase 5

Alternative pronunciations:

i o c  g  u ow ie and ea

a-e e-e  i-e  o-e  u-e            

Year 2

Phase 5

 

Alternative pronunciations:

Er, ch, a, y, ou, e, ey

Alternative spellings:

/ch/, /j/, /n/, /r/, /m/, /s/, /z/, /u/,

Phase 5

 

Alternative spellings:

/i/, /ear/, /ar/, /ur/, /air/, /or/, /oo/

Phase 5

 

Alternative spellings:

/ai/, /ee/, /igh/ /oa/, /(y)oo/, /oo/,

 

 

Phase 5

 

Alternative spellings:

/sh/

 

Recap of phase 5 sounds, pronunciations and spellings

Phase 6

 

W (a/o, ur/or)

 

Suffixes:

ed, ing, est, er,

ful, ly, ment, ness

Phase 6

 

/or/l

 

Suffixes:

en, y

Plurals  -

s vs. es

 

Contractions

Homophones

Compound Words

 

Children in Reception, Year 1 and Year 2 are assessed termly, according to the phases of phonics they are working within, using our Phonics tracker.  This is used to enable the identification of gaps and areas of weakness and group the children accordingly to address these and best meet the children’s needs.  Some children within Key Stage 2 may also benefit from additional phonics lessons which are arranged as interventions with a Teaching Assistants or, in some cases, children may join the Key Stage 1 sessions at the discretion of the teachers.

 

From January, Year 1 and 2 will plan Friday’s phonics sessions as whole class phase 5 recaps. This will involve recapping the phase 5 sounds studied that week along with other phase 5 sounds identified as a weakness.  This will enable all children to be exposed to phase 5 sounds, helping support their reading and spelling.

In Year 1, there is also the statutory phonics screening check in June.  Any children who do not pass this test will retake it in Year 2.  The phonics screening is designed to give teachers and parents’ information about children’s progress in phonics and help identify children who need extra support.

 

Guided Reading takes place alongside English lessons as discrete 20-30 minute sessions four times a week to help develop the children’s comprehension and understanding when reading.  Guided reading and phonics sessions are also be supplemented throughout the week with 1:1 reading to support decoding skills.

 

Reading at Home

It is our expectation that children read at home out loud to an adult daily for 10 minutes, discussing what they have read to ensure understanding.  Parents/carers are expected to sign their child’s reading record each time and make any relevant notes, which is then checked daily by the Teaching Assistant or Class teacher to identity any children not reading, as well as communicate with home as necessary. In Upper Key Stage 2, as well as the time reading aloud with an adult, children are encouraged to read for longer and spend some time reading independently.  They can then record what they have read in their diaries.

Children in Key Stage 1 are able to choose reading books from the school scheme, based on a colour banded system. The table below shows the level each colour applies to:

 

Colour Band

School Assessed Reading Level

Pink

S0E

Red

S0D

Yellow

S0S

Blue

S1E

Green

S1D

Orange

S1S

 

Colour Band

School Assessed Reading Level

Turquoise

S2R/S2E

Purple

S2E

Gold

S2D

White

S2S

Lime

S2S/S3R

Brown

S3E

 

Each colour bands consist of a range of books which use the sounds studied in the relevant phase.  Children are able to choose from this selection, enabling them to read for pleasure whilst practising sounds recently learnt, using and applying them in context.  This system will help to boost confidence and enable children to make progress in their reading independently.

Each child’s colour band will be determined through teacher assessment; based predominantly on phonics assessments (both summative, and formative from within phonics sessions), to ensure each child is reading at a level which matches the phonics they are currently studying.  However, summative and formative comprehension assessments (guided reading, 1:1 reading) will also be taken in to account to ensure children are reading for meaning.  Children should be able to decode 95% of their book, be able to talk about it and answer a range of questions before being moved up a level.

 

Where children are reading at a greater depth standard, they may be moved to ‘Engaging Reading Key Stage 1: Level 1’. This is a collection of books at grey, dark blue and ruby levels and will enable skilled readers to broaden their vocabulary, develop their stamina for reading longer texts and deepen their comprehension.

 

In Key Stage 2, children will begin to move onto our ‘Accelerated Reader’ programme.  This judgement will be made starting in Year 3.  The Accelerated Reader programme (by Renaissance) is designed to continue developing children’s reading skills at an appropriate level, alongside engaging quizzes that the children complete to check their comprehension. The quizzes enable teacher to monitor and set goals for children based on how they have done with regard to their comprehension, reading speed, and reading level to enable good progress.  This programme helps promote and celebrate reading, as well enables accurate tracking.  Several of the secondary schools our Year 6 children move on to also use this system, helping provide consistency across their learning.

New to Reception in September 2021 - Please contact the school to arrange a visit.
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