At Golborne & Maxilla, we believe that our approach to early reading is accessible to all learners regardless of background, we are committed to giving our children the best possible start to their life, which will ensure success in the future. “A child who reads will be an adult who thinks”.

INTENT

We engage children in their learning through their interests. Practitioners use these interests to plan active and creative learning experiences that develop children’s listening and attention skills.

We provide an environment that is rich in positive interactions between adults and children in rhymes, music, songs, books, pictures signs, symbols, notices, numbers and words that take into account children’s different interests, understandings, home backgrounds and cultures.

We plan time and relaxed opportunities for children to develop spoken language through sustained conversations and activities between children and adults, both one-to-one and in small groups and between the children themselves. We allow children time to initiate conversations, respect their thinking time and silences and help them develop interactions.

COMPREHENSION

At Golborne & Maxilla, we believe reading is a crucial life skill. We encourage our children to see themselves as readers for both pleasure and purpose. By the time children leave us, they will be confidently enjoy reading for meaning and pleasure.

IMPLEMENTATION

1.-Story time/ Whole group time

Staff sharing books and reading stories, poems, songs and rhymes and telling stories to the children daily, demonstrating the use of language for reading and communicating (Back and forth interactions). Focusing on key stories texts which feed into all story groups.

2.-Reading corners– frequent exposure to books and extensive occasions to use and embed new words. Our children being able to use literacy in every part of their curriculum.

3. – Book loan provides an excellent opportunity for staff and parents to help children understand how books and texts work. Similarly, staff will make sure that they regularly write in front of the children, in all areas of the nursery environment and children are encouraged to mark make in all areas both inside and outside.
4. – Guided Reading- we read to/with children every day, modelling reading skills such as turning one page at a time, talking about the author and illustrators, following the print with their fingers etc. We choose these books carefully as we want children to experience a wide range of books, including books that reflect the children and our local community as well as books that open windows into other worlds and cultures.

 

 

5.-Adult-Led activities develop children’s phonological awareness, particularly through rhyme and alliteration and their knowledge of the alphabetic code. This is carried out in our focused activities, little group times and a specific topic related song of the week which is also distributed to parents.

This is implemented through:

• Discrimination of sounds: environmental, instrumental and body percussion.
• Rhythm and Rhyme
• Alliteration Voice sounds
• Oral blending and segmenting

INCLUSION FOR ALL

All children have equal access to the curriculum as expressed in our Equal Opportunities Policy. We will ensure that reading is accessible to pupils by:

• Setting suitable learning activities
• Responding to the variety of learning styles
• Overcoming potential barriers of individual and groups

 

Supporting all our Children’s Needs

Provision will be made to meet the individual requirements of children with any additional needs, to enable them to make progress in Literacy and achieve their full potential, e.g. through specific targets as part of an Individual Support Plan.

Staff will liaise and work closely with other professionals such Speech & Language therapists or specialist advisory teachers, involved with the child and respond to the advice they offer.

Multisensory learning opportunities encompassed simultaneous visual, auditory and kinaesthetic activities involving, for example, physical movement to represent letter shapes and sounds (Makaton signs), manipulate magnetic letters, electronic devices and pictures etc.

Enrichment activities to deepen the love for reading for those children who are more confident in linking sounds to letters and who are at the early stages of reading. We challenge their learning through the introduction of more appropriate learning opportunities, both indoors and outdoors.

REVIEW

The governors review this policy annually. The governors may however, review the policy earlier than this if the government introduces new regulations or if the governing body receives recommendations on how the policy might be improved.

Agreed and adopted by the Curriculum & Achievement Committee on 13^th October 2022