At Lyminster Primary School we recognise how vital it is that our pupils leave us as confident writers and readers. As soon as our children start their school life, they begin to learn the relationship between the sounds they speak and the words they read and write through a programme called Read, Write Inc.
Read Write Inc Phonics
From Early Years through to Year 2, the children follow a program of learning synthetic phonics through Read Write Inc. Here is a link to the Ruth Miskin website explaining more about how the scheme works: http://tinyurl.com/gn3ocbc
If children are still not confident with their phonics by the end of Year 2, they take part in catch up sessions called "Fresh Start", a brief outline of which can be found by following this link: http://tinyurl.com/j3lzrtz
Read Write Inc Spelling
Once children finish with Read Write Inc Phonics, they move on to Read Write Inc Spelling, a stand-alone programme for children in Years 2 to Years 6 specially created to meet the demands of the new national curriculum. Here is a link explaining more: http://tinyurl.com/j95g8dy
Oxford Reading Tree
Children also follow the Oxford Reading Tree reading scheme, which takes them through from early exploration of stories to fluent, confident readers.
Throughout the school we have daily guided reading sessions at least three times a week, which include focused adult-led reading groups, exploration of spelling and grammar rules and independent reading activities.
We do not underestimate the importance of the home-school link. It is very important that parents read with their children every day to support the child at home. We expect all of our children to read at home every day, and reward those who do with certificates and prizes. In Key Stage Two, children are set fortnightly writing homework, which gives them an opportunity to show off their brilliance at writing outside of school.
Literacy lessons focus on the application of writing skills. An important emphasis is put on 'real-life' writing, so that children are writing for a purpose beyond the four walls of the classroom. Rich and varied texts are explored as a stimulus before the children begin to apply the 'tricks of the trade' to their own writing. Grammar teaching follows a similar vein, with real texts being used to show how grammar makes an impact; we avoid dry grammar exercises wherever possible.