At Hayward’s, we believe that reading (alongside speaking, listening and writing) is a fundamental life skill, which enables children to communicate effectively in all areas and equips them for the challenges they will face in the wider world.
Our aim is for all children in Key Stage 1 to leave as confident readers through our rigorous approach but we also aim to develop children as life long readers.
This academic year, we are introducing a new Systematic Synthetic Phonics Programme (SSPP) called 'Read Write Inc.' or 'RWI', which has been produced by Ruth Miskin.
RWI is an approach to learning centred around letter sounds and phonics; blending sounds together to read and write words, and using these learnt sounds to support with reading, spelling and writing.
We ensure that:
- Every pupil will learn to read, regardless of their background, needs or abilities.
- All pupils, including the weakest readers, make sufficient progress to meet or exceed age-related expectations.
- Children are able to develop vocabulary, language comprehension, and love of reading through stories, poems, rhymes and non-fiction
- Children are familiar with, and enjoy listening to a wide range of stories, poems, rhymes and non-fiction.
- Children in EYFS, Year 1 and Year 2 follow the Read Write Inc. programme at Hayward's.
- All staff have clear expectations of pupils’ phonics progress term by term, from Reception to Year 2.
- There is a catch up programme for children in Year 3 and Year 4 following the Read, Write Inc. programme and in Year 5 and Year 6, following the RWI Fresh Start programme.
- The sequence of reading books shows cumulative progression in phonics knowledge that is matched closely to the school’s phonics programme.
- Teachers will give pupils sufficient practice in reading and re-reading books that match the grapheme-phoneme correspondences they know, both in school and at home (each book must be read 3 times).
- Reading, including the teaching of systematic, synthetic phonics, is taught from the beginning of EFYS
- Ongoing assessment of pupils’ phonics progress is sufficiently frequent and detailed to identify any pupil who is falling behind the programme’s pace. If they do fall behind, targeted support is given immediately.
- All children, who require it, benefit from 1:1 tutoring at least three times a week in EYFS (starting in November) and in Year 1.
- Children in Key Stage Two who are not at the expected standard in reading benefit from extra 1:1 reading/tutoring on a daily basis
Reading at Home Expectations:
In Key Stage 1 the expectation for reading at home is between 10 and 20 minutes per evening (reading to an adult). Children need to read their book at home 3 times:
1st read: focus on decoding (sounding out)
2nd read: read with fluency (speed and accuracy)
3rd read: show comprehension (read with expression and an understanding of what is being read)