Phonics and Early Reading
At Great Bedwyn School we use the DfE validated phonics scheme ‘Little Wandle Letters and Sounds Revised’ to support our delivery of phonics and early reading in Early Years Foundation Stage and Year 1. Little Wandle Letters and Sounds Revised is a complete systematic synthetic phonics programme (SSP). Based on the original Letters and Sounds, but extensively revised to provide a complete teaching programme. In EYFS and Year 1, our reading scheme books are split into two distinct strands. The first of these strands focusses on developing word reading through phonics. These books are ‘Little Wandle Letters and Sounds Revised Big Cat books’. These are phonically matched to each child’s current phonic knowledge. These books are used in school and reading will be taught through guided reading sessions in EYFS and Year 1. All other books that the children read or take home in EYFS and Year 1 are ‘Reading for Pleasure’ books. The aim of these books is to develop children’s comprehension skills, vocabulary acquisition and fluency.
Developing Reading
The development of children’s reading fluency, comprehension, vocabulary and enjoyment remains a priority as they move on from the early reading scheme. From Year 2, children who have secure phonics knowledge will read books that are matched to their reading level. In Year 2 and Year 3, the scheme is levelled to support children’s reading development. From Year 2 onwards, when appropriate, children will move into supported free reading sections in the main school library and dedicated Year 5/6 library area. We have a large selection of high quality texts in our beautifully inspiring library areas and books are updated frequently. Adults and peers support children in their choice of books.
Children are explicitly taught the skills of reading (outlined in the National Curriculum and the KS1 and KS2 test domains) through the use of Reading VIPERS. The six domains focus on the comprehension aspect of reading. VIPERS is not a reading scheme but rather a method of ensuring that teachers ask, and students are familiar with, a range of questions. They allow the teacher to track the type of questions asked and the children’s responses to these, which allows for targeted questioning afterwards. In Key Stage One and Key Stage Two children’s reading skills are taught and practised using the VIPERS during whole class reading sessions.