# data[].attributes.body
Thank you to the PTA for funding our new empathy library. The titles will be used by staff to support children to understand various issues such as the death of a grandparent, pet loss, racism, bullying to name a few.

# data[].attributes.headline
Little Wandle Website - Support for Parents

# data[].attributes.subject
Little Wandle Website - Support for Parents

# data[].attributes.body
www.littlewandle.org.uk/resources/for-parents/

# data[].attributes.body
📚Every classroom has book ledges to display our fabulous non fiction topic books, which link to our wider curriculum 📚

# data[].attributes.attachment_caption
We ❤️ the Tom Percival ‘Big Bright Feelings’ collection. Stories are a fabulous way into discussing feelings and emotions. 

# data[].attributes.body
🍁📚Texts to tempt 🍁📚

# data[].attributes.body
These beautiful new books were purchased using our Scholastic Book Fair Commission.

# data[].attributes.headline
The 'Little Wandle' chart is used in KS2 to support the continuous teaching of phonics for spelling and reading

# data[].attributes.subject
The 'Little Wandle' chart is used in KS2 to support the continuous teaching of phonics for spelling and reading

# data[].attributes.body
At Woodlesford Primary School, we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic synthetic phonics programme. We start teaching Little Wandle Foundations in our Nursery and then, from Reception, we follow the Little Wandle Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school. As a result, all our children are able to tackle any unfamiliar words as they read.

At Woodlesford Primary School, we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.

Comprehension

At Woodlesford Primary School, we value reading as a crucial life skill. By the time children leave us, they read confidently for meaning and regularly enjoy reading for pleasure. Our readers are equipped with the tools to tackle unfamiliar vocabulary. We encourage our children to see themselves as readers for both pleasure and purpose.

Because we believe teaching every child to read is so important, we have two Reading Leaders who drives the reading programme in our school. They are highly skilled in teaching phonics and reading, and they monitor and support our reading team, so everyone teaches with fidelity to the Little Wandle Letters and Sounds Revised programme.

# data[].attributes.body
Foundations for Phonics in Nursery

·       We provide a balance of child-led and adult-led experiences for all children that meet the curriculum expectations for ‘Communication and language’ and ‘Literacy’. These include:

o   sharing high-quality stories and poems

o   learning a range of nursery rhymes and action rhymes

o   activities that develop focused listening and attention, including oral blending

o   attention to high-quality language.

·       We ensure Nursery children are well prepared to begin learning grapheme-phoneme correspondences (GPCs) and blending in Reception.

·       Little Wandle Foundations supports children to:

o   develop their phonological awareness, including rhyme, alliteration, syllables, initial and voice sounds, and oral blending

o   love stories and rhymes, and learn by heart a bank of familiar favourites

o   increase their vocabulary and confidence to talk

o   improve their listening and ability to take part in back-and-forth conversations.

·       We believe that the priority in Nursery should be to build the foundations for phonics for all children. .

Language and nursery rhymes in Reception

·       We use the Little Wandle Rhyme time videos and accompanying phonological awareness planning to complement and reinforce our Phase 2 teaching.

Daily phonics lessons in Reception and Year 1

·       We teach phonics for 30 minutes a day. In Reception, we build from 10-minute lessons, with additional daily oral blending games, to full-length lessons as quickly as possible. Each Friday, we review the week’s teaching to help children become fluent readers.

·       Children make a strong start in Reception: teaching begins in week 2 of the Autumn term.

·       We follow the Little Wandle Letters and Sounds Revised expectations of progress:

o   Children in Reception are taught to read and spell words using Phase 2 and 3 GPCs, and words with adjacent consonants (Phase 4) with fluency and accuracy.

o   Children in Year 1 review Phases 3 and 4 and are taught to read and spell words using Phase 5 GPCs with fluency and accuracy.

Daily Keep-up lessons ensure every child learns to read

·       Any child in Reception and Year 1 who needs additional practice has Daily Keep-up support and is taught by a fully trained adult.

·       Daily Keep-up lessons follow the Little Wandle progression and use the same procedures, resources and mantras, but in smaller steps with more repetition so that every child secures their learning.

Daily phonics and spelling in Year 2

·       Year 2 begins by using assessment to ensure that children have completed the Little Wandle Year 1 progression. Any gaps in teaching are addressed through daily phonics lessons until the programme is completed. Corresponding summative assessments are carried out to ensure this content is secure.

·       Once all Year 1 content has been taught and assessed, we teach a five-week Phase 5 review. This ensures that children secure the trickier elements of Phase 5 and can apply this alphabetic knowledge in both reading and spelling.

·       We use the Phase 5 review assessment before teaching in Year 2 to identify any children who may need more support when teaching. We reassess after teaching the Phase 5 review.

·      Once the Phase 5 review is secure, we teach the Bridge to spelling before moving to the Spelling units.

·       Children with larger gaps in their phonic knowledge than their peers have daily phonics teaching and follow the Rapid Catch-up programme.

Teaching reading: Reading practice sessions three times a week

·       We teach reading practice sessions three times a week. These sessions:

o   are taught by a fully trained adult to small groups of approximately six children

o   use books matched to the children’s secure phonic knowledge using the Little Wandle Letters and Sounds Revised assessments and book matching grids on pages 11 to 20 of ‘Application of phonics to reading’

o   are monitored by the class teacher, who rotates and works with each group on a regular basis.

·       Each reading practice session has a clear focus, so that the demands of the session do not overload the children’s working memory. The reading practice sessions have been designed to focus on three key reading skills:

o   decoding: teaching children to use phonic knowledge to read words

o   prosody: teaching children to read with understanding and expression

o   comprehension: using dialogic talk to help children to understand the text.

·       In Reception, children will read wordless books. In these sessions, children review GPCs and are taught blending using teacher-led blending. Once children can blend, they progress onto decodable books matched to their secure phonic knowledge.

·       Children read each book three times to develop phonemic awareness, vocabulary and comprehension as well as book behaviours.

·       In Year 2, we ensure children complete reading the core programme decodable books. To exit the programme, we complete the final fluency assessment to ensure children can read with adequate speed and accuracy: approximately 60 words per minute with 90%+ accuracy.

·       Reading in Rapid Catch-up lessons mirrors the core programme. Children following the Rapid Catch-up programme are taught to read using the 7+ fully decodable books. These follow the same progression as the core programme but are more appropriate for older readers.

Additional reading support for vulnerable children

·       Children in Reception and Year 1 who are receiving additional phonics Daily Keep-up sessions read their reading practice book regularly to an adult in school.

·       We prioritise children who may not have reading support at home or who may not have access to books. We ensure that they have individual reading times with volunteers and staff to share quality children’s literature to promote a love of reading.

Ensuring consistency and pace of progress

·       Every teacher in our school has been trained to teach reading, so we have the same expectations of progress. We all use the same language, routines and resources to teach children to read so that we lower children’s cognitive load.

·       Weekly content grids map each element of new learning to each day, week and term for the duration of the programme.

·       Lesson templates, prompt cards and ‘How to’ videos ensure teachers all have a consistent approach and structure for each lesson.

·       The Reading Leader and SLT use checklists and templates to regularly monitor and observe teaching; they use the summative data to identify children who need additional support and have gaps in learning.

# data[].attributes.body
Thank you to all the parents that came into school and took part in your child's reading lesson.

# data[].attributes.body
The children have each chosen one of the £1 books books to exchange their book token for. Each child will bring home their book on World Book Day. We will also be celebrating by running shared reading sessions across year groups. A firm favourite of the children.

# data[].attributes.body
Woodlesford Reader

# data[].attributes.body
We held a non uniform day in the Spring Term, to raise money to purchase graphic novels (these are so popular with our children and they fly off the library shelves). We raised £246.

# data[].attributes.headline
Autumn Term 2023 - The Woodlesford Reader

# data[].attributes.subject
Autumn Term 2023 - The Woodlesford Reader

# data[].attributes.headline
Exciting News - The Opening of the Outside Reading Shed

# data[].attributes.subject
Exciting News - The Opening of the Outside Reading Shed

# data[].attributes.body
Reading shed official opening 😀📚

# data[].attributes.headline
Summer Term 2023 - The Woodlesford Reader

# data[].attributes.subject
Summer Term 2023 - The Woodlesford Reader

# data[].attributes.body
The children at Woodlesford Primary School are enjoying reading graphic novels, so much so we have had to buy more 😀

# data[].attributes.body
Every child at Woodlesford Primary School got to choose and take home one of the £1 WBD texts. We just ❤️ to read 📚

# data[].attributes.body
Each year group throughout school has a full set of their recommended reads for the children to borrow and enjoy.

# data[].attributes.body
We were delighted to welcome author Andy Seed to school as part of our Autumn 1 reading week.  He delivered interactive sessions to the children about his books and promoted reading for pleasure.  He certainly created reading excitement across the school. The children had the opportunity to purchases his books (which he signed for them) and we are thrilled to have a variety of titles to add to our school library for all of the children to access.

# data[].attributes.body
For pupils to succeed in education reading has got to be a priority. Pupils’ reading ability and knowledge acquisition are of great importance with the associated costs to the lives of individuals and wider society being enormous (World Literacy Foundation 2015). Recent research (Castle, Rastle and Nation 2018) synthesised over 300 studies to highlight the best practice: a phonic –based approach to help younger children crack the ‘alphabetic code’, immersion in text to develop word recognition skills and the influence of knowledge, processing and cognition on wider comprehension skills.

The aims of teaching reading at Woodlesford Primary School are to develop pupils who:
- rapidly acquire a secure knowledge of letters and sounds and make sustained progress in learning to read fluently.
- show high levels of achievement and exhibit very positive attitudes towards reading.
- read confidently, fluently and with good understanding across both fiction and non fiction.
- read to acquire knowledge in all curriculum subject areas.
- love to read for pleasure both at school and home on a regular basis.
- read a wide range of quality texts including cultural diversity.
-  read to develop and acquire a wider vocabulary.
- develop good comprehension and understanding of words, language and texts.
- make close links between reading and writing

# data[].attributes.body
For a child to enjoy reading, they need to be able to access texts at their level.  All individual and group reading books in reception and KS1 match pupils' phonic knowledge, ensuring all words can be decoded.  In Reception and Year One, all children are involved in group reading or whole class reading sessions each day.  In Year Two children progress from group reading sessions to daily whole class reading sessions.  Alongside this, all children have their own individual reading book.  This is matched closely with their phonic knowledge and is taken home.

# data[].attributes.body
All pupils are explicitly taught the key reading skills of the National Curriculum using a shared high quality challenging text. In KS2 we expect all children to have the ability to decode and be ready for the ‘Whole Class Reading’ sessions undertaken daily. The focus here is on the development of vocabulary and the development of specific reading skills and immersion in a wide range of texts. Reading Skills are V.I.P.E.R.S (vocabulary, inference, prediction, explanation, retrieval summarise/sequence). These lessons use class novels as a stimulus for deeper thinking and link a range of fiction and non-fiction texts to these in order to further develop contextual knowledge and understanding. Children are also read to by the class teacher every day. Throughout the week we aim to read for pleasure (fun), read for purpose (learning skills) and read for productivity (within other lessons).

Individual Reading Pupils continue to progress through the reading scheme, which is colour book banded at their own pace and reading level. The pupils are exposed to a wide variety of fiction and non-fiction books, which broadens their knowledge, vocabulary and interest. We are also eager to empower pupils with the flexibility to follow their own interests too. They may also choose books from the classroom, school library or titles from home. Our vision is for all children to become readers.

# data[].attributes.headline
Reading Progression of skills Nursery - Year One

# data[].attributes.subject
Reading Progression of skills Nursery - Year One

# data[].attributes.attachment_caption
Every classroom has a well stocked reading area with a range of diverse texts.

# data[].attributes.headline
Read While You Wait - In our main reception area

# data[].attributes.subject
Read While You Wait - In our main reception area

# data[].attributes.body
We are delighted to have our very own ‘Leeds Little Free Library’ for all the community to use just outside of school.

# data[].attributes.headline
Woodlesford Primary School - Reading Road

# data[].attributes.subject
Woodlesford Primary School - Reading Road

# data[].attributes.body
We want children to read a wide variety of fiction, non-fiction and poetry. We read everyday and explicitly teach reading skills and reading fluency. We want every child to become a reader 'To learn to read then they can  read to learn!' We raise up 'Reading Ambassadors' who are children who show that love for reading and are leading the way with new authors and recommended reads. We encourage authors visits and promote engaging reading areas. We aim to involve parents through class dojo in half termly reading weeks where children send in videos of themselves reading. We also provide families with more information about reading at home with their children.
The impact of a vibrant reading community is that children are engaged in reading, enjoy reading, can talk about books and can be inspired by each other and staff. The impact is that all children become readers, can enjoy reciting poetry, know many modern and classical authors and want to read. Children read for pleasure, read for a purpose and read for productivity. This leads the curriculum and forms part of most lessons.
Staff are skilled and motivated to teach reading in school and regular CPD and training is provided.
Statutory assessments are completed in Y2 and Y6.  From Spring Term in Y1 all year groups complete termly NFER summative assessments. Children at 'Woodlesford Primary School' achieve above the national average in reading.

# data[].attributes.body
To celebrate we held a ‘Booknic’, where our older children read to our younger children with a drink and a biscuit (which were generously donated by Rothwell Morrisons).

# data[].attributes.body
Children enjoyed swapping their old books for new reads 😊📚

# data[].attributes.body
We held a non uniform day to raise money for new sets of diverse books for every classroom reading area.  We are very excited to read them 📚

# data[].attributes.body
We have introduced informal book talk sessions throughout school.

This is where children have informal conversations around reading.

We hope these sessions:

Tempt children into reading.

Create reading communities.

Foster social motivation for reading.

Encourage children’s reading for pleasure.

# data[].attributes.body
Our school approach (KS2) is to use 'Spelling Shed' to teach a systematic, sequenced approach to spelling rules following on from KS1. A weekly format ensures children review, learn, practice and self assess their spelling progress. Each week, a new sound/rule is taught and displayed and the long term plan is followed. We use orthographic mapping and segmenting skills. We teach the morphology and etymology of words.

# data[].attributes.headline
Implementation 'Spelling Shed' Progression Map Y3 To Y6

# data[].attributes.subject
Implementation 'Spelling Shed' Progression Map Y3 To Y6

# data[].attributes.body
https://www.youtube.com/watch?v=1O-N2g96yvo

# data[].attributes.body
Assessment

Assessment is used to monitor progress and to identify any child needing additional support as soon as they need it.

·       Assessment for Learning (AfL) is used:

o   daily within class to identify children who require Daily Keep-up support, as well as words and GPCs that need additional teaching

o   to plan repeated practice throughout the day to ensure all children secure learning

o   weekly in the Friday review lesson to assess gaps, address these immediately and secure fluency of GPCs, words and spellings.

·       Summative assessments are uploaded onto the Assessment tracker for Reception and Year 1. These are used:

o   to generate visual reports (pupil heatmaps, pupil trends and books levels, and a summary analysis) for individual children, classes and whole year groups

o   by teachers, Reading Leaders and SLT who drill down and look at the data at GPC, word, tricky word and sentence level

o   by SLT to scrutinise and plan how to narrow the attainment gaps between different groups of children and to put in place any additional support for teachers.

We assess:

o   every six weeks to assess progress and to identify gaps in learning that need to be reviewed or retaught

o   to establish if learning is secure for more than 70% of children before new content is taught

o   to identify any children needing additional support and to plan the Daily Keep-up support that they need.

Every three weeks, we reassess every child who is not on track.

·       Fluency assessments measure children’s accuracy and reading speed in short one-minute assessments. They are used:

o   in Year 1 and Year 2, when children are reading the Phase 5 Set 3, 4 and 5 books

o   with children following the Rapid Catch-up programme in Years 2 to 6, when they are reading the Phase 5 Set 3, 4 and 5 books

o   to assess when children are ready to exit their programme*

Statutory assessment

·       Children in Year 1 sit the Phonics Screening Check. Any child not passing the check
resits it in Year 2.

# data[].attributes.headline
High frequency words & common exception words 

# data[].attributes.subject
High frequency words & common exception words 

# data[].attributes.attachment_link.title
100 High frequency words & common exception words to send home

# data[].attributes.headline
Vocabulary, Grammar and Punctuation Coverage in each year group. (SPAG Terminology)

# data[].attributes.subject
Vocabulary, Grammar and Punctuation Coverage in each year group. (SPAG Terminology)

# data[].attributes.body
Nursery

# data[].attributes.body
Reception

# data[].attributes.body
Primary School Home School Reads -  ages 7- 9

# data[].attributes.body
Primary School Home School Reads -  ages 9 - 11

# data[].attributes.body
The daily routine from Y2 to Y6 is established. The impact of rigorous spelling teaching is that children are learning rules and sounds in a systematic way. Targeted intervention provides 'catch up' phonics and spellings. Spelling achievement can be monitored through 'Spelling Shed' where children aim to become a 'Royal Bee' this is celebrated. Every Friday the children 'check' their words/rule from that week. Termly reviews of 'Statutory Words' show progression and show which skills are embedded. Ultimately, we desire for children to spell fluently and confidently within their writing.

# data[].attributes.headline
Reading Progression of Texts Autumn 2 2021

# data[].attributes.subject
Reading Progression of Texts Autumn 2 2021

# data[].attributes.headline
Reception - Autumn Term Phase 2 - Tricky Words

# data[].attributes.subject
Reception - Autumn Term Phase 2 - Tricky Words

# data[].attributes.headline
Reception - Spring Term - Phase 3 Sounds

# data[].attributes.subject
Reception - Spring Term - Phase 3 Sounds

# data[].attributes.headline
Phase 3 Tricky Words - Reception Spring Term

# data[].attributes.subject
Phase 3 Tricky Words - Reception Spring Term

# data[].attributes.headline
Phase 4 Tricky Words - Reception Summer Term

# data[].attributes.subject
Phase 4 Tricky Words - Reception Summer Term