Reading 

In Reception and Year 1, we teach reading through a synthetic phonics programme; Read Write Inc and writing using the Write Stuff approach. In Read Write Inc, learners learn through a systematic programme and regularly revisit and make links to this learning throughout their daily wider curriculum. This enables them to retrieve and apply their phonics knowledge to their reading and writing in other contexts. Initial assessment material indicates the best starting place for each learner. Learners are re-assessed each half-term to measure progress and to adapt the programme to make sure learning is personalised. 

When learners have completed the Read Write Inc programme, they move on to Destination Reader. This is used to form a complete literacy programme for fluent readers, taught on a daily basis for 1.5 hours (45 minutes Destination Reader & 45 minutes of writing using the Write Stuff approach) and integrating National Curriculum Reading and Writing. The aim is for all learners in Years 2 to 6 to read, write and discuss texts with maturity. Teachers plan for explicit links between Destination Reader texts and Writing lessons. Intervention programmes are offered to children who are not meeting the expected standard for their year group. 

Destination Reader is used across the Trust Schools. It promotes a consistent, structured approach to daily reading sessions that encompass the key principles of effective reading provision and fully meets the requirements of the National Curriculum. It also builds a culture of reading for pleasure and purpose.  Lexia, an IT-based programme, is also used to support children with their reading and spelling. 

Handwriting is specifically taught in every year group and practised daily. The techniques taught are practised and reinforced throughout the school day when writing in all subjects, with high expectations modelled.  Age related spellings are taught through the daily handwriting programme. 

Vocabulary 

Vocabulary and the teaching of vocabulary is a vital component to the success of pupils across all National Curriculum subjects.   Vocabulary relates to reading comprehension, but impacts equally on curriculum areas that require specific word knowledge such as mathematics and science. A range of interventions and strategies are used to develop vocabulary across the curriculum.  

Word Aware is used as a strategy across the school to develop pupil vocabulary.  Word Aware is a structured whole school approach to promote the vocabulary development of all children. Focused on whole class learning, the resource is of particular value for those who start at a disadvantage – including children with Developmental Language Disorder, Special Educational Needs and those who speak English as an additional language, but it will extend the word learning of all students.  This approach is used throughout school, from introducing conceptual vocabulary with our youngest pupils in Nursery through to widening the range of complex language used by our oldest pupils in KS2