Curriculum

Phonics

At Wygate Park we understand the importance of phonics and the strong direct links it plays in learning to read and write. Phonics, is the underpinning scaffolding that enables children to become confident in reading and writing within a range of genres and in turn helps to develop fluency and an understanding of the spelling system.

Synthetic Phonics is taught daily in Foundation Stage and Key Stage One and will also be taught where there is a need in Key Stage Two. It is planned for using the Letters and Sounds Document.

Phonics is a practical, 20 minute session where children revisit and recap phonemes that they know, learn a new phoneme, practice and then apply. A wide range of strategies and resources are used including ICT, white boards and paint in both whole class or small group situations. Our phonics is also supported by the reading books that the children bring home (please see the reading information section) and also within every provision area within the classroom.

Reading Scheme

At Wygate Park Academy we strive not only for excellence in reading but also for a life long passion for books. Due to being a brand new academy we have been very fortunate to be able to invest very heavily into our reading curriculum and your child will be following the Oxford Reading Tree range.

These books are very specific, targeting different aspects of reading. One scheme, focusses on the children’s ability to identify, use and apply their phonics skills whilst the other scheme focusses on their ability to recognise High Frequency Word (see it, say it words).

We have also ensured that there is a range of fiction (story) and non-fiction (real life) texts in order to ensure our children are always challenged and motivated to read.

Gradually we will also introduce a scheme called Project X which moves slightly more away from the Biff, Chip and Kipper family but still focusses on developing those all-important early reading skills. Alongside their individual reading books, our children are also involved within shared text sessions. Within these sessions, they share big books and the teachers model the reading process, picking out key skills, targets and next steps that need addressing. This aspect of reading is one of the most essential as it focusses down on the steps to being a successful and competent reader.

Each classroom also has a book corner with a range of texts available that support both the reading levels and also the topic that the children are covering. We have also got a subscription with a children’s newspaper which the children regularly access.

Reading across the school consists of two dimensions: word reading and comprehension (both listening and reading).

The opportunities, organisation and provision for the teaching and learning of reading are as follows:

  • Phonics – Synthetic Phonics is taught daily in Foundation Stage and Key Stage One and where there is a need in Key Stage Two. It is planned for using the Letters and Sounds Document.
  • Whole Class Shared/modelled reading – Large texts are used in order to engage the children and for teachers to model the skills required in order to become competent readers.
  • Guided Reading Children work in small groups with the teacher – These groups are formed based on assessment from shared texts, independent reading and phonic phases. The books are chosen according to book banded levels.
  • Independent Reading –  Children will be given regular opportunities to read aloud to an adult in a one to one situation. When they have acquired the relevant skills they will be encouraged to read silently with sustained concentration.
  • Our learning environment and cross curricular links – These ensure that children apply the reading skills taught, enabling them to access the world around them and become independent learners.
  • Resources – A book banded reading scheme operates across the school which comprises of a range of genres. Children access the reading scheme at their appropriate level and are assessed six times per year to ensure they are challenged.
  • Reading at home – Children are encouraged to read at home every day and this is given high priority. Although we encourage children to read a wide range of books from outside school, a school reading book is sent home and changed regularly. Each child also has a reading record book which logs books they have read and comments about their reading. Parents and teaching staff write in this book.
  • Class story time – Stories are read to the children throughout the week. These stories are aimed at engaging the child as a listener and immerse themselves in aspects such as intonation and expression, thus broadening and extending their understanding of an accomplished reader