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Really happy with implementation of our SSP

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Consistency across EYs and KS1 is good

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We're very happy with RWI. We are seeing impact of having the fidelity to this scheme

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We're very happy with RWI. We are seeing impact of having the fidelity to this scheme

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Clear links with a newly developed spelling programme, focusing on different graphemes.

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Clear links with a newly developed spelling programme, focusing on different graphemes.

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Fidelity to our SSP and consistency across lessons and across year groups

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Fidelity to our SSP and consistency across lessons and across year groups

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Fidelity to the RWI programme in EYFS and KSone

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Fidelity to the RWI programme in EYFS and KSone

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consistency x5 sessions per week
all staff trained including SLT
books match phonics programme

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peer observations
develop spelling

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Whole school approach to RWI. Ongoing training going well. Consistency. 

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Whole school approach to RWI. Ongoing training going well. Consistency. 

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Phonics is timetabled, assessed regularly and there is a consistent approach from EYFS and KS1

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Own programme based on letters and sounds working well

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Need to audit more closely how often reading is being done 1:1 outside of the session particularly what we report to parents. Would love to hear what other schools are doing with regards to home:school recording

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Parental awareness of books needing to be read more than once to develop to fluency

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Transition from Year 1 (SSP) to Year 2 (Spelling Curriculum)

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Transition from Year 1 (SSP) to Year 2 (Spelling Curriculum)

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RWI states that the reading lead should carry out the assessments to ensure consistency - this is something we might need to consider.

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We have just started using Sounds-Write this year and are very happy with how it is going so far.  We now have fidelity to one scheme and there is consistency across the school.

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We have just started using Sounds-Write this year and are very happy with how it is going so far.  We now have fidelity to one scheme and there is consistency across the school.

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Training

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Ensure children in KS2 still have access to decidable books linked to RWI

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Reading lead carries out weekly monitoring and gives feedback

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Reading lead carries out weekly monitoring and gives feedback

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To look in to what to do after phonics transition to spelling 

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To look in to what to do after phonics transition to spelling 

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RWI is timetabled and this is protected time.

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Ensure all staff (including teaching assistants) have received Sounds-Write training by the end of the year.  Need to refine intervention sessions for both less and more able pupils.  Need to improve teaching of phonics in KS2 to support any children who are still struggling with reading.

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Ensure all staff (including teaching assistants) have received Sounds-Write training by the end of the year.  Need to refine intervention sessions for both less and more able pupils.  Need to improve teaching of phonics in KS2 to support any children who are still struggling with reading.

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Making lists of class readers across KSs

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Making lists of class readers across KSs

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Accelerated Reader follows on so well after phonics. It's well matched and STAR reading assessments help so much. We've also got a strong and challenging reading spine that links to whole-class assessments so that the texts are challenging but appropriately so

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Story time is protected time during the morning on all year groups' time tables.

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Story time is protected time during the morning on all year groups' time tables.

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Subject lead have been involved in OU training, timetabling reading, involving children in choices

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3 stories are read to the EYFS children every day - this is timetabled and consistent across EYFS. These are also mapped out on a 'Great Reads Guide' for all year groups. Great texts are also used for our 'English' session.

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3 stories are read to the EYFS children every day - this is timetabled and consistent across EYFS. These are also mapped out on a 'Great Reads Guide' for all year groups. Great texts are also used for our 'English' session.

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We've suspended 1:1 fortnightly reading for KS2 children unless they're behind. This is for time and I think it's the right call but I do wonder how You-Know-Who would think...

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Keep expanding staff knowledge of age appropriate books which can interest and challenge our children.

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Keep expanding staff knowledge of age appropriate books which can interest and challenge our children.

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In the process of developing a reading spine across the school to ensure progression and no overlap between classes.  Each class has a designated daily reading time and also story time.

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In the process of developing a reading spine across the school to ensure progression and no overlap between classes.  Each class has a designated daily reading time and also story time.

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Good use of vocabulary in displays, but consistency across classes still needed

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Good use of vocabulary in displays, but consistency across classes still needed

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Language plans created for each core book to highlight key vocabulary.

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We have a very high baseline so we're happy with the way that many R vocab is in N, Y1 vocab is in R etc. and good SEND provision 

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We have a very high baseline so we're happy with the way that many R vocab is in N, Y1 vocab is in R etc. and good SEND provision 

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Teacher subject knowledge and then related to vocabulary - it's our staff that we need to train rather than the children!

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Teacher subject knowledge and then related to vocabulary - it's our staff that we need to train rather than the children!

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Use of Talk for Writing and develop of vocabulary and book talk

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Key vocabulary for each topic identified and displayed in classrooms.

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Key vocabulary for each topic identified and displayed in classrooms.

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Development of curriculum focussed vocabulary