Reading

We want our children to grow in wisdom; to cultivate a wide-ranging knowledge that will help broaden life chances; to develop the spiritual, intellectual and emotional resources they need to live a good life; and to develop the character to live well together in community, whilst preparing them for the opportunities, responsibilities and experiences of future life. We want our learners to live out ‘life in all its fullness’. This is impossible without the skill of reading.

Our ultimate aim is for the children to become confident and independent readers with high levels of enjoyment, understanding and comprehension, whilst promoting enjoyment of reading and the understanding that reading is a life-long skill. At Tibberton CE First School we believe that success in reading has a direct effect upon progress in all areas of life and learning. We support children’s development as they become enthusiastic and critical readers of stories, poetry, drama and non-fiction and media texts. We want children to develop a love for literature. We strive to build upon a wide vocabulary base and develop a capacity to convey meaning through a range of high quality texts.

"Whatever you do, work at it with all your heart." (Colossians 3:23)

At Tibberton, reading is initially taught alongside the structure of Letters and Sounds using resources from additional published structures, such as and not limited to, Jolly Phonics, Twinkl and Read, Write Inc. This is teaching systematic phonics development and uses a structured approach: As part of this scheme the children will be taught to:

 discriminate between the separate sounds in words

 learn the letters and letter combinations most commonly used to spell sounds

 read words by sounding out and blending their separate parts

 study written representations of a sound and how it looks

 recognise sight vocabulary identified as 'tricky words'

 blend and segment to decode and encode

Reading is taught through phonics sessions, English lessons, shared reading, guided reading sessions, individual reading, whole class story time and opportunities to practise and consolidate skills through independent reading. Staff model reading and share their love and enjoyment of books.