Reading and Phonics

At Chellow Heights, we want every pupil to develop a positive relationship with books, stories, language and reading.

We recognise that pupils have a wide range of reading abilities and starting points. Some pupils may be developing the earliest foundations for literacy, while others may be developing phonics knowledge, fluency, comprehension and independent reading skills.

Our approach to reading and phonics is therefore highly personalised, developmental and accessible, ensuring that every pupil can participate and make progress from their individual starting point.

Developing a love of reading

Pupils are given regular opportunities to enjoy books, stories, poems, rhymes and songs.

Adults model reading and create opportunities for pupils to listen, look, join in, anticipate, respond and communicate. Repetition of familiar stories and rhymes can support understanding, confidence, communication and participation.

Books and texts are selected to reflect pupils’ interests, developmental levels and individual needs. Visual supports, props, objects, symbols, signing and AAC may be used to help pupils access and participate in shared reading.

Early reading and pre-reading skills

For pupils working at the earliest stages of literacy, teaching focuses on developing the foundations needed for reading.

This may include:

  • attention and listening;
  • enjoying and sharing books;
  • handling and exploring books;
  • understanding that print carries meaning;
  • developing visual attention and discrimination;
  • recognising familiar objects, pictures, symbols and words;
  • developing vocabulary and understanding;
  • joining in with rhymes and repeated phrases;
  • developing awareness of sounds;
  • recognising names and familiar environmental print;
  • developing early mark-making skills.

These skills may be taught through sensory, practical and highly motivating activities and embedded throughout the school day.

Phonics

Where pupils are ready for systematic phonics instruction, they receive explicit teaching that is matched to their individual starting point and learning needs.

Phonics teaching may include:

  • developing phonological awareness;
  • listening and responding to sounds;
  • recognising and distinguishing sounds;
  • learning letter-sound correspondences;
  • blending sounds to read words;
  • segmenting words for spelling;
  • recognising familiar words;
  • applying phonics knowledge when reading;
  • developing increasing independence in decoding.

Our specialist approach recognises that pupils may require additional repetition, modelling, visual support, multi-sensory approaches and opportunities to practise skills in different contexts.

The pace and level of phonics teaching are matched to individual development. Where pupils require alternative or additional approaches to access early literacy, teaching is adapted to meet their needs.

Reading for meaning and comprehension

Alongside phonics, we place a strong emphasis on developing understanding.

Pupils are supported to develop vocabulary and comprehension through stories, discussion, questioning and practical experiences.

This may include:

  • understanding characters and events;
  • recalling information;
  • sequencing events;
  • predicting what might happen;
  • answering and asking questions;
  • identifying key information;
  • making connections with their own experiences;
  • developing vocabulary and understanding language.

Functional and meaningful reading

Reading is developed across the curriculum and through everyday experiences.

Both Chellow Heights sites have recently renovated libraries, providing welcoming, accessible and engaging spaces where pupils can develop a positive relationship with books and reading.

The libraries provide a wide range of reading experiences and are designed to reflect the diverse needs, interests and reading abilities of our pupils. They provide opportunities for pupils to explore books independently, share stories with adults, develop their communication and language skills and experience the enjoyment of choosing and reading books.