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We love to read!
At Bincombe Valley we are committed to teaching all children to read well by ensuring that every teacher is a reading champion. We believe our key to success can be attributed to the following:
- clarity and consistency of purpose
- teachers with excellent knowledge and understanding of the processes that help children learn to read
- our school's rigorous programme of systematic phonics work as the prime approach to decoding print
- consistent teaching of the highest quality, together with effective assessment of children's progress and help for those who encounter difficulty in reading
New National Curriculum 2014: English
Purpose of study
English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to write and speak fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
The overarching aim for English in the national curriculum is to promote high standards of literacy by equipping pupils with a strong command of the written and spoken word, and to develop their love of literature through widespread reading for enjoyment.
How phonics works
Phonics focuses on sounds rather than, for example, having children try to recognise whole words.
In analytic phonics, words are broken down into their beginning and end parts, such as 'str-' and 'eet', with an emphasis on 'seeing' the words and analogy with other words.
In synthetic phonics, children start by sequencing the individual sounds in words – for example, 's-t-r-ee-t', with an emphasis on blending them together.
Once they have learned all these, they progress to reading books.
The 'synthetic' part comes from the word 'synthesise', meaning to assemble or blend together.
Children who learn using synthetic phonics are able to have a go at new words working from sound alone, whereas those using analytic phonics are more dependent on having prior knowledge of families of words.