How are Literacy Lessons taught at Wellhouse?
Children at Wellhouse School are taught literacy using the Ruth Miskin ‘Read Write Inc’ phonics programme from Reception Year onwards. For the majority of children they will have completed the programme by the end of Year 2. Our priority is for all children to complete Key Stage 1 being able to read and decode unfamiliar words accurately and fluently. The aim of the programme is to get children off the programme.
Children are grouped according to ability and the sounds they recognise and can read. Groups of children are small. All groups are taught phonics by a Ruth Miskin trained teacher.
Many useful Read Write Inc resources which parents may wish to use at home can be found on our Heights Federation website. Please click here for a direct link.
Read Write Inc
Once children have reached the end of the programme and know the majority of common sounds found in the English language they then move into peer groups working alongside children of a similar age in classroom based literacy lessons. We follow a text based curriculum where the texts studied in literacy lessons closely match the themes we are studying in our foundation curriculum. Because children have learnt to read and learnt to read well, they can access these longer texts which contain more complex themes.
What if my child has not completed the programme by the end of Year 2?
While the majority of children will have completed the programme by year 2 there will be some children who have not made the expected progress. There may be many reasons for this and is certainly not something that parents should be alarmed about. What we do know about children is that they all learn at different rates. If your child is making slower than expected progress on the programme we will have been having these conversations with you as they progress. We will have been supporting them with additional 1:1 catch up sessions so they can keep up on the programme and we will continue to support them until they can read accurately and fluently.
For those children who have not reached the end of the programme they will continue to work in the smaller phonics focused groups until we feel they are secure to move off the programme. This will be working alongside children of their ability in a supportive environment to ensure they do not have gaps in their phonics knowledge which will impede their learning later on.
It may be appropriate for children to receive 1:1 Read Write Inc boosters if there progress has slowed down. This will be with a RWI trained teacher for 10 minutes each afternoon.
What do the Read Write Inc. resources look like?
We are constantly updating our resources and they are regularly replenished to keep our stocks up to date. They are written in a clear font with illustrations that are engaging and colourful. The paper is coloured so that it can be more easily read by dyslexic pupils. A sample of photographs below show the range of resources available.
In each room where Read Write Inc is taught there is a RWI display which shows a consistency throughout school so that children can access the necessary sounds and key words when working in their groups. These evolve as the group works through the programme.
For those children who have not reached the end of the programme they will continue to work in the smaller phonics focused groups until we feel they are secure to move off the programme. This will be working alongside children of their ability in a supportive environment to ensure they do not have gaps in their phonics knowledge which will impede their learning later on.
It may be appropriate for children to receive 1:1 Read Write Inc boosters if there progress has slowed down. This will be with a RWI trained teacher for 10 minutes each afternoon.
What else does school do to support my child in literacy?
Reading Friends
Throughout school we run the Reading Friends programme led by school staff and supported by a team of trained volunteers. Volunteers hear children read 1:1 for 20 minutes over a 10 week period. Assessments are made of children’s reading ability at the beginning and ending of the programme. We have seen excellent progress made by children on this programme and the sessions are thoroughly enjoyed by both the reading volunteers and the children alike. The children placed on the programme are chosen by the class teacher on an individual needs basis. This programme is for children who require a boost in their reading and not for children who have a reading delay. If you would like some more information about the programme or would like to volunteer please come into school and speak to Mrs Bamforth who will be happy to help.
Stiles
Stiles is a comprehension aid that we use in school with pupils to support their understanding of text. This is mostly used for our older children and is a current intervention being run for Class 3 pupils to ensure they have a good understanding of the text and what they have read.
What is in place for my child if they are working above the national expectations in literacy?
For some children literacy is a natural gift and they excel in this area. Where this is the case the school follows recent government guidance which advocates children working within their own year groups to deepen and broaden children’s knowledge and understanding in all areas of the curriculum. We have several ways in which we can nurture children’s talents and enthusiasm in literacy. We also celebrate World Book Day and other externally organised competitions and events. There is a well stocked library which we regularly update and replenish with books which match current recommended reads. We encourage pupils selecting books for reading pleasure as well as supporting their reading ability and the learning to read process.
How are reading books organised?
Each class has their own system for organising and issuing reading books for children to take home. This will be set out for parents at the beginning of the school year. For some children it will be appropriate for them to bring home phonics based books and for others they will be encouraged to broaden their reading through selecting free choice books both fiction and non-fiction. If you have any questions about the reading books your child is bringing home please see your child’s class teacher.
What is the expectation for me as a parent to support my child’s literacy development?
We advocate that parents hear their child read at least twice a week and write the books they have read along with a comment in their child’s planner. This helps the class teacher to track what children are reading and interested in outside of school and when children are ready for their books to be changed. We know that a strong home-school partnership benefits children greatly and you know your children best. However, the more you hear your child read the better and the results will be evident.
It is not just hearing your child read but also reading to your child. Whatever their age and ability, reading to children has huge benefits as children can often understand more complex texts than they can read themselves and through reading to them you will be opening up a whole world of new vocabulary, ideas and interests that will help their imaginations grow.
Your child may receive literacy specific homework in the form of research, grammar, reading, comprehension and writing activities as well as spellings to learn. Please support your child in accessing this homework and speak to the class teacher if your child had difficulty with any of the homework which has been set. This can help the class teacher clear up any misconceptions and support children who are finding applying literacy content which has been taught in class independently at home.
What do I do if I have concerns about my child’s progress in literacy?
In the first instance you should speak to your child’s class teacher. They may already have things in place to support your child or can make arrangements for children to have additional time working on areas which are of concern. The class teacher will also liaise with the SENCO and other colleagues who may be able to support your child.
How does the school track and monitor my child’s literacy development?
It is the responsibility of the class teacher to track and monitor your child’s progress in all subject areas. Previously this was in the form of levels but we now use assessment in line with government terminology which refers to pupils as being at national expectation, working below national expectation (emerging) or working above national expectation (exceeding).
Each term the class teacher meets with the head to look at the progress of all the pupils in their class. This helps to identify as early as possible any children who are not making the expected progress, those who are on track and any children exceeding the progress expected of a pupil of that age group. Appropriate provision can then be made to support and extend pupils appropriately.
Literacy leaders across the federation also track and monitor progress in reading, writing and SPAG. They ensure the staff and pupils have access to the appropriate resource, teaching methods and support so that lessons are delivered appropriately and in line with both the school policy and government regulations.
Is there a school library?
There is a very well stocked library which acts as both a teaching area and library for pupils to select books each week for reading pleasure. The books are regularly updated and special interest books and new releases are added to the shelves frequently.
What does the government say about literacy?
Please follow the link below to read the government national curriculum documents for English.
Who oversees literacy across school?
Literacy is led by Mrs Wood (Wilberlee School) and supported by teachers from across the Federation. They are responsible for ensuring the delivery of the school’s English policy which reflects government guidelines. Mrs Kenworthy, the Head Teacher, has overall responsibility and leaders feed back on a regular basis to the literacy governor and the federation governing body.
