Helping Your Child with Reading,Writing and Maths
'Working and Growing Together'
Reading Procedures at Fitzwilliam Primary School
At Fitzwilliam Primary School reading is an important part of all children’s learning and progress.
The schools main reading scheme is ‘Oxford Reading Tree’ however this is supplemented with other schemes including: Project X and Graphic Novels. School has also purchased ‘Bug Club’. This is an online reading scheme which children can access both at home and school. This means that all children have the opportunity to read a wide variety of books in a structured, challenging and progressive approach. All books, including ‘Bug Club’, are colour banded and this ensures appropriate challenge is provided for all children. Children are also encouraged to enhance their reading through schools weekly library loan service where books are also colour banded. The majority of children leave Fitzwilliam as confident, competent readers with a love of reading. The reading scheme across school is constantly evolving and as a result children are provided with books that not only challenge but also interest them and encourage a love of reading.
Phonics, is an important daily lesson in each class from the Nursery through to Year 2. The school follows the government ‘Letters and Sounds’ scheme which develops the children’s ability to hear, discriminate, recognise and write the sounds. The New Curriculum also supports children’s phonic development and we are working in line with the curriculum content provided.Phonic work is combined with the school’s structured reading scheme to develop reading skills. Every year in June, the Year One pupils take the National Phonic Screening check. The children are expected to reach a benchmark level. Parents are provided with a preparation pack to support their children in readiness for this assessment. Our parents are excellent at supporting the school phonics and reading homework. The children take reading books home daily to practise, improve and enjoy and we appreciate this support enormously.
Please find below a summary of reading procedures for each Key Stage throughout school.
Lower Foundation Stage READING PROCEDURES
READING PROVISION | DESCRIPTION | RESOURCES / PAPERWORK REQUIRED |
---|---|---|
Book Area | All children have access to the Book Area daily | Reading Books |
Whole group reading time | Children are read a book every day at whole group times |
Planning – linking to topic |
Letters and sounds activities | Children have daily access to letter and sounds activities |
Letters and sounds planning |
Library books | Children have weekly access to a lending library. | Library Books |
Middle Foundation Stage READING PROCEDURES
READING PROVISION | DESCRIPTION | RESOURCES / PAPERWORK REQUIRED |
---|---|---|
Book Area | All children have access to the Book Area daily | Reading Books |
Whole group reading time | Children are read a book every day at whole group times |
Planning – linking to topic & Books |
Letters and sounds activities | Children have daily access to letter and sounds activities |
Letters and sounds planning |
Individual Reading Weekly |
Every child reads their take home book individually with an adult once a week. |
Take home book Home / School Reading record |
Bug Club |
All children have access to the web-based Bug Club, Active Learning site. Teachers will allocate every child a selection of book banded electronic reading books which they can access at home. The Bug Club Active Learning site also enables children to develop their comprehension skills through a range of formatted questions. |
Login to Active Learning site |
Individual Reading |
Some children are daily individual readers (a manageable number). This is based on needs of children at the time. |
Take home book |
Guided reading (during literacy sessions): |
Children are grouped by educational needs at the time. |
Planning |
Additional Guided Reading (outside of literacy sessions) |
Children heard once a week. |
Planning |
Library books | Children have weekly access to a lending library. | SLS books |
Upper Foundation Stage READING PROCEDURES
Whatever reading sub level a child is reading at they should be given a reading book 1 sub level higher, but teachers will use their professional judgment to make sure that the book is appropriate.
READING PROVISION | DESCRIPTION | RESOURCES / PAPERWORK REQUIRED |
---|---|---|
Book Area | All children have access to the Book Area daily | Reading Books |
Whole group reading time | Children are read a book every day at whole group times |
Planning – linking to topic |
Letters and sounds activities | Children have daily access to letter and sounds activities |
Letters and sounds planning |
Individual Reading Weekly |
Every child reads their take home book individually with an adult once a week. |
Take home book |
Bug Club |
All children have access to the web-based Bug Club, Active Learning site. Teachers will allocate every child a selection of book banded electronic reading books which they can access at home. The Bug Club Active Learning site also enables children to develop their comprehension skills through a range of formatted questions. |
Login to Active Learning site |
Individual Reading |
Some children are daily individual readers (a manageable number). This is based on needs of children at the time. |
Take home book |
Guided reading (during literacy sessions): |
Children are grouped by educational needs at the time. |
Planning |
Additional Guided Reading (outside of literacy sessions) |
Children heard once a week. |
Planning |
Library books | Children have weekly access to a lending library. | SLS books |
Key Stage 1 READING PROCEDURES
Whatever reading sub level a child is reading at they should be given a reading book 1 sub level higher, but teachers will use their professional judgment to make sure that the book is appropriate.
READING PROVISION | DESCRIPTION | RESOURCES / PAPERWORK REQUIRED |
---|---|---|
Book Area | All children have access to the Book Area daily | Reading Books |
Reading Sheds | All children have access to Reading Sheds at Playtime and Lunchtime | Reading Books |
Whole group reading time | Children are read a book every day at the end of the school day. |
Planning – linking to area of learning |
Letters and sounds activities |
Children working from Phase 1 to 5 have daily access to letter and sounds activities. This will be whole class and through additional intervention groups for children who require additional support. |
Letters and sounds planning |
Individual Reading Weekly |
Every child reads their take home book individually with an adult once a week. |
Take home book |
Individual Reading |
Some children are daily individual readers (a manageable number). This is based on needs of children at the time and reviewed half termly. |
Take home book |
Guided reading (during literacy sessions): |
Children are grouped according to their national curriculum reading level and Assessment focus. |
Guided Reading books |
Additional Guided Reading (outside of literacy sessions) |
Children heard at least once a fortnight. |
Planning |
Reading Journals |
Reading Journals will be used by level 3 readers. Children will have a journal at home and 1 in school to complete during guided reading activities. |
Reading Journals |
Bug Club | All children have access to the web-based Bug Club, Active Learning site. Teachers will allocate every child a selection of book banded electronic reading books which they can access at home. The Bug Club Active Learning site also enables children to develop their comprehension skills through a range of formatted questions. |
Login to Active Learning site |
Library | Classes will continue to have one timetabled morning a week to use the library. |
Library Cards |
Reading Recovery |
Individual children will be selected and assessed. |
Reading Recovery Teacher |
Catch Up | Children whose reading age is 2 years below their chronological age will receive twice weekly ‘Catch Up’ intervention from TA. |
Catch Up assessment |
Corridor Reading | All children have access to reading time on the corridors during playtimes and lunchtimes. Children are required to sign up for a space to read during this time. | Reading Books |
Key Stage 2 READING PROCEDURES
Whatever reading sub level a child is reading at they should be given a reading book 1 sub level higher, but teachers will use their professional judgment to make sure that the book is appropriate.
READING PROVISION | DESCRIPTION | RESOURCES / PAPERWORK REQUIRED |
---|---|---|
Home Reading Books |
Every child will take a reading scheme book home. |
Reading Scheme Books |
Bug Club | All children have access to the web-based Bug Club, Active Learning site. Teachers will allocate every child a selection of book banded electronic reading books which they can access at home. The Bug Club Active Learning site also enables children to develop their comprehension skills through a range of formatted questions. |
Login to Active Learning site |
Guided Reading |
When on Reading Phase of a Literacy Unit, Guided group focus will be Reading and stated on planning with relevant focus / objectives |
Planning |
Timetables Reading Times |
Guided Reading Plans may be used OR groups may be hand-picked dependent on common need. |
Guided Reading Plans |
Reading Journals |
Reading Journals will be used throughout KS2. |
Reading Journals |
Library | Classes will continue to have one timetabled morning a week to use the library. |
Library Cards |
Whole Class Reading Time | Each class to have at least one fifteen minute class Reading session every week (possibly from 10:15 – 10:30 on a Friday) to read a class novel which links to Literacy work, a particular author of focus or Theme work. This will then provide a common text on which to base Reading Journal activities, if needed. | Class novels |
Catch Up | Children whose reading age is 2 years below their chronological age will receive twice weekly ‘Catch Up’ intervention from TA. |
Catch Up assessment |
Individual Reading |
Some children are daily individual readers (a manageable number). This is based on needs of children at the time. |
Take home book |
Reading Sheds | All children have access to Reading Sheds at Playtime and Lunchtime | Reading Books |
Corridor Reading | All children have access to reading time on the corridors during playtimes and lunchtimes. Children are required to sign up for a space to read during this time. | Reading Books |
Additional Reading Time | Children in KS2 who do not read at home at least once during the week will participate in additional reading time on a Thursday lunchtime. |
Reading Books |
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Aims of Writing
The aim for English at Fitzwilliam Primary School is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.
In relation to writing the national curriculum for English aims to ensure that all pupils:
- acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language;
- appreciate our rich and varied literary heritage;
- write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences;
- use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas;
- are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
At Fitzwilliam Primary School Writing is a crucial part of our curriculum. All children from Foundation Stage to Year 6 are provided with many opportunities to develop and apply their writing skills across the curriculum.
Please look at the Writing Policy link on our Curriculum Wriitng page if you require further information about writing in school.
- Phonics vocabulary
- Non Negotiable Parent Leaflet - Reception
- Non Negotiable Parent Leaflet - Year 1
- Non Negotiable Parent Leaflet - Year 2
- Non Negotiable Parent Leaflet - Year 3
- Non Negotiable Parent Leaflet - Year 4
- Non Negotiable Parent Leaflet - Year 5
- Non Negotiable Parent Leaflet - Year 6
- Handwriting Formation Part 1
- Handwriting Formation Part 2