Our English Subject Leaders are: Mr Nicklin, Mrs Robinson and Mrs Holden
At Disley Primary School, we value reading as a key life skill, and are dedicated to enabling our pupils to become lifelong readers. We believe reading is crucial for academic success and so we ensure we have a holistic approach to the teaching of reading. It is our intention that the children at Disley:
What do we teach? What does this look like?
We teach the National Curriculum, supported by a clear skills and knowledge progression across the school. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children.
At Disley we have a skills based approach to reading using VIPERS (Vocabulary, Inference, Prediction, Explain, Retrieve and Sequence/Summarise) skills within regular Whole Class Guided Reading lessons. We use a variety of high quality texts, which link to our topic when applicable, and all children in the class will access it together. Once an understanding of the text is in place, we work on the VIPERS skills. In our school, our reading curriculum links closely with our writing curriculum; we use a text-based approach that enables us to create opportunities for reading, discussion and writing within English and reading lessons.
In EYFS and early KS1, there is a greater emphasis on phonics; this is then applied throughout the rest of the school to consolidate what has been learnt. Within daily phonic sessions, children have the opportunity to revisit previous learning, practise and apply new skills in structured but engaging ways. Jolly Phonics is used in Reception to learn the initial letter sounds. The songs and movements help children with a wide range of learning styles to embed the sounds. Phonics lessons take place 5x per week in Reception and 4x per week in KS1. 4 new sounds per week are learnt in Reception and 3 new sounds per week are learnt in KS1.
We encourage reading for pleasure through children having a choice of challenging and enriching texts as well as building in time for children to read independently and as part of a whole class. All children have daily opportunities to read a variety of material in school, including regularly with an adult.
Regardless of background, ability or additional needs, by the time children leave Disley, they will: