Reading for Pleasure
At Redhill, it is our aim to instil a love of reading for all our children!
This is achieved through exposure to a wide variety of both fiction and non-fiction texts. Each week children have the opportunity to explore texts through Guided Reading sessions as well as independently, using a range of Reading Domains to develop and extend their reading skills. Children progress through the Book Bands in order to develop fluent, well phrased reading for meaning.
The Reading Recovery intervention is also well established in the school, which gives pupils who are struggling with their reading a daily lesson (delivered by a highly trained teacher) over a given period in order for them to catch up with their peers. Other reading interventions implemented across the school include Every Child a Reader, Better Reading Partnerships and the Inference Intervention.
All children have a book bag and are encouraged to choose a home reader and a library book every week. These are levelled using Book Bands; older children can choose a non banded book when they are ready. There is a wide selection in school including comics, poetry and different genre stories. Each class has a slot to visit the library every week; Mrs Powell also runs a Library Club every lunchtime for children to read, use iPads or to complete homework.
We celebrate lots of events throughout the year and our 6 school librarians are always coming up with ideas to promote Reading for Pleasure. They will be happy to help you find the book you are looking for or give you a recommendation!
Speaking and Listening
This is an integral part of every lesson across the curriculum at Redhill. Children are taught the importance of excellent communication skills in order to communicate confidently and effectively with talk partners, in small groups and in front of larger audiences. They are encouraged to listen and respond to each other’s views and opinions and also to ask questions to extend their learning. Higher order and analytical questioning are promoted in order to improve and extend understanding and learning for all pupils.
During our daily English lessons, children are encouraged to develop and express their thoughts and ideas through drama, role play and discussion in a range of whole class, group and paired opportunities. Learning is brought alive through a range of visual resources, rich quality texts, speaking and listening opportunities and group discussion. Each unit of work is directly linked to another curriculum area and the children will have opportunities to write a range of texts for different audiences and purposes. This allows children to make natural and meaningful links in other subject areas, using aspects of literacy confidently and with enjoyment.
Writing is also taught through a weekly SMART write session where there is a dedicated opportunity for children to develop a piece of purposeful and sustained writing which is linked directly to our cross-curricular topics. Key Stage 2 classes also have a discrete weekly grammar lesson in order to support their understanding of the complex grammar system before using their SMART write session as an opportunity to apply these skills.
Phonics and Spelling
In Reception and Key Stage 1 children have daily phonics sessions which are planned in accordance with the Government’s Letters and Sounds document. We follow the ‘Jolly Phonics’ scheme of work in which children are taught sounds and a related action. We also have a dedicated ‘phonics’ teacher who works with Year 1 children ( funded through our Pupil Premium) in order to prepare them for the statutory phonics screening check.
If you wish to support your children at home, here are the links for some suggested suitable activities
To find out more information about the phonics screening check and learning to read through phonics please visit the link below:
In Key stage 2 spelling is taught in accordance with the Government’s ‘Support for Spelling’ document and children are taught a range of spelling patterns. There is also a greater emphasis on Grammar at this key stage as described in the writing section.