- Fluency – Children can read fluently with a good understanding of what they are reading.
- Skills – Children develop skills of segmenting and blending.
- Enthusiastic – Children are enthusiastic readers who gain a life-long love of reading.
At Bader Primary School, we recognise reading as a key life skill, which underpins access to the rest of the curriculum. We are passionate about ensuring all children become confident and enthusiastic readers and writers.
In EYFS, children need to develop their speaking and listening skills, vocabulary development and the process of word recognition to enable them to become confident readers. Children in EYFS will be exposed to a language rich environment and will share quality stories, songs and rhymes to help them develop a love of reading.
Children will become successful, fluent readers by the end of Key Stage 1 and develop a lifelong love of reading as they move through school. We believe that Phonics provides the foundations of learning to make the development into fluent reading and writing easier.
The systematic teaching of synthetic phonics, using the Little Wandle Phonics programme, is given a high priority throughout EYFS and Key Stage 1. Our phonics progression tracker indicates which sounds children learn throughout each term. Phonics allows our children to develop a strong phonic awareness and effective blending and decoding skills.
High quality phonics is an important part of the word decoding skills required by children to develop higher level, whole language and comprehension skills. This approach is in alignment with our belief that; we first ‘learn to read’ and then ‘read to learn’.
Our ‘Term by Term Progression Plan’ is followed by all staff. This is in line with the National Curriculum and ensures that children are making necessary progress. Bader Primary School has developed an effective assessment tracker which clearly shows which phase children are up to and the sounds that they know. Staff use assessments to inform effective provision for all children, using this to plan and deliver well-differentiated lessons that engage and challenge all children within the lesson. Any children at risk of falling behind, are identified quickly and necessary support is put in place.