Phonics is taught from Nursery, but begins formally in Reception.  We use the LCP scheme which is supported by Letters and Sounds.  In addition to this we use the Ruth Miskin Read Write Inc Sound Cards.


We use the Big Cat Reading scheme produced by Collins, starting in Reception.  We feel it is a really good scheme because it has such a wide variety of books and genres, both fiction and non-fiction.  The topics really appeal to the children and many of the books are also linked to topics pupils cover through the subjects of the National Curriculum.

You can find out more about Big Cat by clicking here.

Teachers regularly review progress made in reading and adjust the reading band according to their assessments.  We encourage everyone to read in school and advise that pupils read daily at home, for at least 10 minutes.

Guided Reading takes place daily from Year 1 upwards.  Reading a text together and discussing it helps pupils to develop their understanding of texts and provides an opportunity to explore ideas together.  Reciprocal Reading enables pupils to run a guided group independently of an adult through the organisation of roles within the group- predicting, clarifying, questioning and summarising.

Talk for Writing

We use Talk for Writing strategies across school to develop speaking and listening, reading and writing.  In recent years we have developed this greatly and our KS1 and KS2 results show it makes a real difference to pupil outcomes in English.  


Areas for Development during 2017-18

Strengthen progress of identified groups and pupils specific to each year group

  • School staff- interventions, development of metacognition, marking and feedback. 
  • Governors- review and question data and provision. 
  • Parents- support pupils with work at home, especially reading and spelling.  ensure good attendance.  attend parent consultations.

Strengthen subject leadership so that it has demonstrable impact across the school

  • School staff- develop subject-specific vocabulary and correct spoken language is modelled and corrected.
  • Governors- Undertake Learning Walks.
  • Parents- support children to use subject-specific vocabulary taught in school by talking to them about their learning.

Develop the wider community so that it promotes the development of language

  • School staff- work with outside agencies and groups, including Junction Arts, Heritage Project, BEST cluster (local schools).  Development of Phonics delivery in EYFS, decoding in KS1 and inference in KS2.  Development of speaking and listening, including ECAT and Talk Boost.
  • Governors- Questioning subject leaders through the T&L committee.
  • Parents- support cross-curricular work at home.  Attend events held in school.