INTENT

At Sissinghurst, we are passionate about ensuring that every child learns to read as quickly as possible. We understand that reading is the gateway to all learning, and we are determined that every pupil will learn to read fluently and with confidence.

Our intent is for all children:

• to master phonics and early reading through consistent, high-quality teaching
• to develop a love of reading, sparked by exposure to rich, engaging texts
• to become fluent, independent readers by the end of Key Stage 1

We recognise that reading underpins children's access to the curriculum and is vital for their success in later life. Therefore, we are relentless in our drive to ensure that no child is left behind.

IMPLEMENTATION

We follow the Little Wandle Letters and Sounds Revised programme from Reception through to Year 2, ensuring fidelity and consistency in phonics teaching across the school. We prioritise high-quality, daily phonics sessions taught by trained practitioners, using the progression outlined in the programme.

DAILY PHONICS AND READING PRACTICE

• All children in Reception and Year 1 receive a daily phonics lesson, which includes review, teach, practise, and apply sections.
• Reading practice sessions take place three times per week in small, adult-led groups, using fully decodable books matched to each child's phonic ability.
• Sessions focus on decoding, prosody (reading with expression), and comprehension.

KEEP-UP AND RAPID CATCH-UP

• Children who are not keeping up with the expected pace receive targeted Keep-up sessions to address gaps immediately.
• Children in Year 2 and above who have not passed the Phonics Screening Check or are not yet at age-related expectations in reading take part in the Little Wandle Rapid Catch-up programme. These daily sessions (15–20 minutes) are fast-paced, focused, and designed to close the gap quickly.

SUPPORT FOR VULNERABLE PUPILS

• Children with limited access to reading support at home are prioritised for additional one-to-one reading sessions.
• Quality children's literature is shared regularly with all children, but especially with those at risk of falling behind, to foster a love of reading.
• Children new to school, the country, or English are assessed promptly and supported through Rapid Catch-up.

TRAINING AND MONITORING

• All staff receive regular CPD and coaching to ensure consistency in phonics delivery.
• Leaders monitor phonics and reading provision through learning walks, lesson observations, book looks, and data analysis.

 

IMPACT

We use formative and summative assessment to monitor progress, inform teaching, and ensure no child falls behind.

Assessment for Learning (AfL)

• Used daily to identify children needing additional support and to inform immediate teaching adaptations.
• Weekly review sessions are used to identify and address gaps, ensuring fluency in GPCs, words, and spellings.

Summative Assessment

• Reception, Year 1 and 2 children are assessed at the end of each unit to identify individual and cohort-wide gaps.
• Every six weeks, all children are assessed to monitor progress and adjust Keep-up or Rapid Catch-up support accordingly.
• Reading leaders use this data to track attainment, plan interventions, and ensure targeted support closes any gaps.

Statutory Assessment

• Year 1 pupils sit the Phonics Screening Check; children not meeting the standard resit it in Year 2.
• Screening outcomes inform school-wide priorities and support planning.

Rapid Catch-up: Year 2 to Year 6

• Daily phonics sessions support children who have not met reading expectations.
• Gaps are identified through diagnostic assessments and addressed with precision teaching.
• Children are assessed every four weeks to track progress and inform teaching.

Support for Vulnerable Readers

• Children receiving additional phonics support also read regularly with adults.
• Vulnerable children read individually with staff and volunteers, ensuring exposure to high-quality texts and frequent practice.

Through our rigorous and inclusive approach to phonics and early reading, we ensure that all children—regardless of background—develop the skills and confidence to become lifelong readers.