English - Phonics, Reading and Writing

Please see our reading guide for more information on our reading scheme.This guide is designed to give all parents a clear understanding of how our reading scheme (Bug Club) progresses throughout our school. Books are banded by phases and colours to a corresponding year group. Some children will progress through faster than others – but it is important to understand that it is not a race and that at different points children within the same year group will be on different bands. It is key that parents do not judge their child’s place on the scheme against another – each child is on their own journey and their own progress is what matters.

Supporting reading at home is vital to maximising your child’s progress.
At Dundry Church of England Primary School, we believe that pupils should develop skills in speaking, listening, reading and writing. It enables them to express themselves creatively and imaginatively and to communicate with others effectively.
Reading and Phonics
Throughout the school we use Bug Club as our new reading scheme. This also links to our use of Phonics Bug and Wordsmith, also by Pearson.  
During both key stages pupils’ interest and pleasure in reading is developed as they learn to read confidently and independently. This involves two dimensions:
 Word reading
 Comprehension
At Key Stage One children take part in a daily dedicated phonics session as set out in the Letters and Sounds document. The teaching of phonics is emphasised in the early teaching of reading to beginners. This involves the speedy working out of unfamiliar words and the speedy recognition of familiar printed words. We utilise the resources from Pearson Phonics Bug to support our teaching and learning. 
Skills continue to be developed in the following ways:
 sharing books together as a whole class, group or in pairs
 individual reading for Reception, Year One and Year Two with the class teacher or TA once a week
 reading books are sent home and changed once a week
 guided reading is introduced during Year One and continues in Year Two. From Year Two the children begin reading comprehension. At Key Stage Two there is a greater focus on guided reading and comprehension activities as opposed to hearing children individually read.
Other strategies include:
 whole class reading
 guided reading
 group reading
 one to one
 paired reading
Each child will have a Reading Record where appropriate; the purpose of which is to record the reading experiences both at home and school. This will be an exercise book and teachers will provide an information sheet for parents on how best to hear their child read as is appropriate to their age or key stage.
During both key stages pupils’ interest and pleasure in writing is developed as they learn to write confidently and independently.
This involves two dimensions:
 Transcription (spelling and handwriting)
 Composition Composition A cursive script will be used throughout school using Penpals Handwriting Scheme (January 2017). It is taught at Key Stage One in a dedicated weekly lesson and, as appropriate at Key Stage Two.
 In the Foundation Stage children will begin by using a multi-sensory approach e.g. water painting, drawing letters/shapes in sand/salt, paint, felt pens, large sheets of paper, chalks on the playground etc. 
 In the summer term Reception children will transfer handwriting to their writing books and practice sitting letters correctly on lines.
 In Year One children will practice the joined script for vowel digraphs.
 From Year Two onwards children will be taught to use a joined script.
Current teaching practice and resources, such as Spellzoo, are in line with the new 2014 English curriculum. Children will be taught spelling strategies using a variety of approaches as set out in English Appendix 1 of the new curriculum (statutory requirements) and from the National Letters and Sounds document. Spelling Journal will be used from Y3 – Y6.
 In Reception children will complete phases 1 – 4 of Letters and Sounds and will be taught at least 4 sounds per week using the Phonics Bug computer software during a daily dedicated phonics lesson (20 minutes)
 In Year One and Year Two children will complete phases 4 – 7 of Letters and Sounds during dedicated phonics lessons (20 minutes, 4 times a week) and receive weekly spellings.
 In Year Three (Class 3) children will revise Letters and Sounds and practise spellings (20 minutes, 4 times a week) using Spelling Journal, and receive weekly spellings
 In Key Stage 2 children will receive a dedicated weekly spelling lesson. Spelling Journal will be used and weekly spellings will be sent home. Some children will receive an additional piece of homework related to their spellings which will be taken from Spelling Journal. All children from Year 1 onwards will be given a list of weekly spellings to practice at home.
A variety of models for teaching writing are used; teacher modelling, shared writing, supported composition, guided and independent writing. Targets for writing are placed in either Literacy or Big Write books. Wordsmith by Pearson is also used to support our teaching of English throughout the school. 
 From Year One onwards there is a weekly, dedicated Big Write morning.
 The teaching of writing/literacy is primarily approached creatively through topic at both Key Stage One and Two.
 The majority of sentence level work is taught through writing. At Key Stage Two, children are taught these skills through discreet English lessons which, when appropriate, are practised in Big Write mornings. Spelling, Grammar and Punctuation (SPAG)
The school follows the statutory guidance which gives an overview of the specific features that will be included in the teaching of SPAG. Children are taught to use Standard English and the vocabulary necessary to discuss their reading, writing and spoken language.