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Holy Cross Catholic

Primary School

Building relationships with God and each other,
working hard in faith and hope to give our best in all things.

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Building relationships with God and each other,
working hard in faith and hope to give our best in all things.

Reading and Phonics

Intent, Implementation and Impact Statement

Intent -

At Holy Cross we believe that all pupils should have the opportunity to be fluent, confident readers who are able to successfully comprehend and understand a wide range of texts. We want pupils to develop a love of reading, a good knowledge of a range of authors, and be able to understand more about the world in which they live through the knowledge they gain from texts. By the end of their time at primary school, all children should be able to read fluently, and with confidence, in any subject in their forthcoming secondary education. We do not put ceilings on what pupils can achieve in reading and we do not hold pre-conceptions about any pupils’ ability to make progress. We understand the importance of parents and carers in supporting their children to develop both word reading and comprehension skills, and so we want to encourage a home-school partnership which enables parents and carers to understand how to enhance the skills being taught in school through good quality texts.

Implementation -

Classroom organisation:

 We teach phonics in discreet lessons and these skills are embedded in guided reading and English lessons and reading skills as part of whole class guided reading and English lessons, so that all children have access to the age related skills and knowledge contained in the National Curriculum. Within lessons, teachers and teaching assistants target support for slower graspers to enable them to achieve at an age-related level wherever possible. More able children are also given opportunities to demonstrate a greater depth of understanding through extended answers, targeted questioning requiring more reasoned answers and making greater links across and between texts.

Phonics:

Early Years and Key Stage 1: Pupils are taught in targeted groups based on regular assessments, focussing on individual sounds, groups of sounds and common exception words within different ‘phases’. We have an agreed progression for the teaching of new sounds and use ‘Letters and Sounds’ and ‘Floppy Phonics’ resources to support this. Children making slower progress are given additional support from teachers and teaching assistants, either within the whole class lesson or as part of planned interventions that take place in addition to the lesson. During the Summer Term in Year 1, pupils undertake a Phonics Screening Test which assesses their ability to apply what they have learnt. Pupils who do not pass their Phonics Screening Test continue to have intervention to support the acquisition of these key skills.

 Whole school Reading Scheme

 In key stage 1, we have a whole school reading scheme (using books from a range of schemes levelled using the book banding system) that ensures progression in both word reading skills and comprehension. In key stage 2, most children will move on to free reading books although some children who have made slower progress or are not yet at age related will continue to access the book banded scheme. The scheme is structured to ensure that children have access to a wide range of texts, and allows for pupils to develop their skills within a level before moving to the next level. All pupils have a home-reading record which they are encouraged to take home daily. Parents and carers are asked to add comments to the home-reading records to indicate how much pupils have read.

Marking and Feedback:

Feedback and marking should be completed, where possible, within the lesson. All marking and feedback is given in line with our marking and feedback policy.

Summative Assessment Summative assessments will be entered into Target Tracker each half term. Teachers will use their professional judgement to determine whether a child is working within age-related expectations, above or below. They will base their judgements for the most part on the quality of the written outcomes pupils given after structured teaching within the agreed reading skills. Teachers may also complete reading assessments (e.g. past SATS papers, NFER tests) to provide another piece of evidence to support their assessment judgement. If tests are used, care is taken to ensure that pupils are prepared appropriately for the test, and any barriers to accessing these is removed

Impact -

 

 

Reading

Writing

Maths

 

EXS

GDS

EXS

GDS

EXS

GDS

 

HC

T

N/A

HC

T

N/A

HC

T

N/A

HC

T

N/A

HC

T

N/A

HC

T

N/A

2017

86.7

76.9

75.6

26.7

19.9

25.2

70

70.9

68.2

16.7

13.6

15.6

73.3

77.1

75.1

26.7

17.3

20.5

2018

90.7

76.7

75.4

26.7

21.3

25.6

83.3

72.2

69.9

20

14.3

15.9

90

78.4

76

23.3

20.8

21.8

2019

75.9

74.7

74.9

37.9

22.3

25

79.3

69.4

69.2

24.1

13.9

14.8

86.2

76.2

75.6

37.9

20.5

21.7

 

 

Reading, Writing and Maths Combined – EXS or better

 

HC

T

NA

2017

60

66.4

63.7

2018

83.3

68.1

65.3

2019

72.4

65.4

64.9

 

Headlines

Key stage 1 results have seen a decrease in reading, writing and maths at EXS from last year, with the biggest drop in reading, impacting on the combined score dropping by 9%, however we are still above Thurrock and national averages. The GDS has improved in all areas, apart from writing.

Writing –

4% drop since 2018 for EXS and 4.1% points rise since 2018 for GDS

 

Key Stage 2

 

Reading

Writing (TA)

Maths

 

EXS

GDS

EXS

GDS

EXS

GDS

 

HC

T

N/A

HC

T

N/A

HC

T

N/A

HC

T

N/A

HC

T

N/A

HC

T

N/A

2017

71.4

70.5

71.5

23.8

20.9

24.5

83.3

78.8

76.3

21.4

18.6

17.7

71.4

76.2

74.9

23.8

21.8

22.6

2018

72.5

75.2

75.3

17.5

25.4

28.1

87.5

80.3

78.3

7.5

23.6

19.9

65

77.9

75.6

15

24.6

23.6

2019

80

75.8

73.2

20

26.6

26.9

80

82.4

78.5

13.3

24.9

20.2

84.4

83.1

78.7

26.7

28.6

26.6

 

GPS

 

HC

T

NA

2017

85.7

78.2

76.9

2018

70

78.7

77.7

2019

82.2

80.5

78

 

Reading, writing and maths (combined)

 

HC

T

NA

 

EXS

GDS

EXS

GDS

EXS

GDS

2017

64.3

7.1

61.8

7.7

61.1

8.7

2018

55

5

65.7

11.3

64.4

9.9

2019

73.3

8.7

69.9

9.9

64.8

10.5

 

Progress Measures

 

Reading

Writing

Maths

2019

-0.4

0.1

0.6

2018

-2.1

-1.3

-2.3

2017

+0.8

+2.5

+1.4

Headlines

Achievement at GDS increased in all areas (reading 2.5%, writing 6% and maths 12%) resulting in a combined increase of 9% at GDS.

First language English pupils outperformed children with a first language other than English by 23% in combined at EXS.  Our white pupils outperformed our clack Caribbean pupils by 13% and our black African by 10% in combined EXS.

Writing -

7.5% points drop since 2018 for EXS and 5.8% points rise since 2018 for GDS

GPS –

12.2% points rise since 2018 for EXS and 7.5% points rise since 2018 for GDS

Reading writing and maths – combined –

18.3% points rise since 2018 for EXS and 3.9% points rise since 2018 for GDS

Subject Overview – End of Year Actual Data                                                                                      

 

Reading

Writing

Maths

 

Year 1

80%

73%

83%

 

Year 2

73%

77%

83%

 

Year 3

90%

90%

90%

 

Year 4

82%

64%

82%

 

Year 5

76%

76%

76%

 

Year 6 (TA)

84%

80%

84%

 

Year 6 (SATS)

80%

80%

84%

 

  • Pupils will enjoy reading across a range of genres
  • Pupils of all abilities will be able to succeed in all reading lessons
  • Pupils will use a range of strategies for decoding words, not solely relying on phonics
  • Pupils will have a good knowledge of a range of authors  Pupils will be ready to read in any subject in their forthcoming secondary education
  • Parents and carers will have a good understanding of how they can support reading and home, and contribute regularly to home-school records
  • The % of pupils working at ARE within each year group will be at least in line with national averages.
  • The % of pupils working at Greater Depth within each year group will be at least in line with national averages
  • The will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non disadvantaged)

 

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