Reading and Phonics
Intent, Implementation and Impact Statement
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.
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.
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
Reading, Writing and Maths Combined – EXS or better
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.
4% drop since 2018 for EXS and 4.1% points rise since 2018 for GDS
Key Stage 2
Reading, writing and maths (combined)
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.
7.5% points drop since 2018 for EXS and 5.8% points rise since 2018 for GDS
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