Phonics and Early Reading

Our Reading Philosophy

At Bourton Meadow, we refer frequently to the quote written by Gervase Finn, which reads:

Opening the covers of a book,
Is like lifting the lid of a treasure chest.
Look inside and you will find,
Golden stories and glittering characters.
Some are given a map to show them where X marks the spot,
Some are given the precious key to open up the lock,
Some are helped to lift the heavy lid,
But for some it will remain buried treasure.

We recognise that reading unlocks learning across all areas of the curriculum. From the moment children join us, we place great emphasis on this essential skill, creating an environment where reading is valued and encouraged. We wholeheartedly believe that every child should be
supported to become a fluent reader, enabling them to access learning and lead successful lives as adults.

Our Reading intent
Through the teaching and learning of reading, we are committed to providing children with the strategies they need to develop proficient skills in both word recognition and language comprehension to help them become successful readers. Alongside both processes, we promote an appreciation of how reading a variety of texts, genres and authors unlocks hidden treasures to allow joy, imagination and escapism into new worlds. We believe that reading is a self- extending process: the more children read – the better they become.
 
Phonics and Reading implementation

Reception and Year 1
We follow the Systematic Synthetic Phonics (SSP) programme 'Little Wandle: Letters' & 'Sounds Revised' in Reception and Year 1 (and for children in other groups if a need is identified). This scheme promotes high expectations in reading and ensures the confident practice of decoding which, in turn, supports fluency and comprehension. We also use Little Wandle 'Foundations for Phonics' in our nursery, where children are taught oral blending every day. These lively, ten-minute sessions are designed to help the children learn the routines and prepare them for their learning in Foundation Two.

Year 2 – Year 6
Once children have completed the Little Wandle programme and have secure phonemic awareness, they move on to ‘Big Cat Collins’.
This scheme, which is closely linked to Little Wandle, allows children to experience a range of texts, all of which are fully decodable and allow steady and monitored progress.  These texts support the growth of reading stamina and fluency, as well as offering children differing complexities of comprehension and vocabulary choices.
Throughout school, our teachers provide a rigorous assessment system, which is updated continuously, to ensure our children are meeting expectations.  This ensures children access the phonics teaching they need and receive reading books to suit their reading ability. It also allows us to identify children who are struggling and provide dedicated support, as early as possible, to ensure they keep up with their peers. Please click here to find out more about the Guided Reading Prompts we use in small group sessions.