School Reading Books

At Seathorne Primary School, we follow the Oxford Reading Tree reading scheme throughout school. Once children are on reading stage 12, children are allowed to choose a book from the free reading section in our school library.  Children are introduced to reading at an early stage in their school life. Reading is taught through a multisensory approach developing phonic, contextual and short/long term memory skills. At Seathorne Primary children are asked to take books home every day to read at home and parental support is essential if children are to make progress.

Reading For Pleasure

All children at Seathorne Primary School are encouraged to read a text of their choice for pleasure. Children can choose a book/magazine or newspaper from school or bring in a piece of text from home. Children are encouraged to read the text during morning registration and as one of their guided reading activities

Guided Reading

At Seathorne Primary School, we implement guided reading daily for 30mins. Your child’s class will be split into five ability groups to match their reading ability. Each group will follow a carousel of activities that they will complete throughout the week. The carousel of activities will comprise of reading with the teacher, reading for pleasure time, comprehension and reading journal activities.

Read Write Inc. Phonics (RWI)

We use Read Write Inc. Phonics, a dynamic, systematic literacy programme rooted in the teaching of phonics, for all children learning to read in Foundation Stage to Year 4. 

It was developed by Ruth Miskin to teach the 44 common sounds in the English language and how to sound blend words for reading (decoding) at the same time as developing handwriting skills and spelling (encoding).  The scheme is also suitable for older children who have learning difficulties or specific literacy difficulties. 

At the core of the programme is the lively and vigorous teaching of synthetic phonics.  Alongside this children are also taught to comprehend and to compose out loud before writing it.  Pupils are assessed using the sound and word assessment in Reception or if they are new to the school and it is felt they may benefit from the programme.  

Children are divided into broadly homogenous groups dependent on the stage of their reading development. Each RWI group has a RWI Teacher, who is responsible for the delivery of the programme to their group.  Pupils are re-assessed approximately every 6 weeks.  In the interim, if it is identified that a pupil may need to be moved to another group that may better meet their decoding ability, it is the responsibility of the pupil’s current RWI teacher to speak to the RWI Leader who will then reassess the pupil before moving that pupil on. 

The aim of RWI Phonics is for pupils to complete the programme as quickly as possible; they do not need to read every book.  It is our aim to ensure our children experience early success in reading so that they are motivated to read widely and often (from comics and computer games to classic children’s fiction) and be able to ‘Read to learn’.  We strive to foster a life long love of reading in our children.