Reading Schemes

At Mayfield School it is our aim to develop enthusiastic and confident readers who can understand a wide range of texts. 

Our Reading Schemes is Oxford Reading Tree. It is a Character led sequence of books which follow the lives and adventures of the central characters Biff, Chip, Kipper and Floppy. The initial levels are phonetically structured.  The controlled vocabulary increasingly introduces more complex vocabulary as the scheme progresses. The adventures and predicaments that the central characters find themselves in allow the reader to think about and engage with the characters and ask questions about the stories.  

Teaching of Phonics and Reading

We aim to develop a lifelong love of reading in our children.   We also aim to provide opportunities for pupils to establish good habits in reading, appreciate it as a subject in its own right and use skills taught to access the wider curriculum.  Children are taught using a variety of reading strategies including phonic skills, comprehension and word recognition. Children are encouraged to learn key words so that they can recognise a large number of words by sight which makes their reading more fluent. Systematic synthetic phonics teaching is based on Letters and Sounds and children progress through the phases to learn more complex phonics which is also linked to the teaching of spelling.  The development of these skills leads to the enjoyment of all kinds of books, the appreciation of different genres and the ability to access information independently.

Phonics at Mayfield School

Phonics is taught in a highly structured programme of daily lessons across FS/KS1 in groups differentiated according to children’s phonic awareness and development. The Letters and Sound programme is followed, providing a synthetic approach to the teaching of phonics. This is supplemented by resources from Phonics Play Website and other ICT games. Each session gives an opportunity for children to revisit their previous experience, be taught new skills, practise together and apply what they have learned. The spelling of high frequency and tricky words are taught continuously throughout the phases of Letters and Sounds.

Reading at Mayfield

Initially, as children learn to read, they are given a picture book with no words with the intention that they will share the book and take part in a conversation generated by the pictures. Gradually as the children's knowledge of letters and sounds develop they begin to phonetically decode words.  Our reading books are organised into coloured Book Bands. Children are assessed regularly and move onto the next Book Band when their fluency and understanding during guided reading sessions and on-going assessments show that they are ready. Children have regular opportunities to choose an appropriate book to read from our well-stocked school library. 

Assessment of Phonics and Reading

The children’s progress is regularly monitored and they are formally assessed at the end of each term. The national Phonics Screening Check is performed in June of Year 1.  The purpose of the screening check is to confirm that all children have learned phonic decoding to an age-appropriate standard. The children who do not meet the required standard for the check in Year 1 enter again in Year 2 with additional support.

Phonics and Reading Interventions

When children are identified as needing extra support for phonics or reading, there are a variety of interventions used.   Some interventions are aimed at individuals and others target specific groups.

Involving Parents in Reading

Children are read out loud to regularly, read weekly to their teacher in guided reading groups and take books home to read with their family.   We value support from home, and communication between home and school is an important part of our approach. To encourage the active participation of parents in the reading process, all children at Mayfield have a ‘planner’ that they take home.  It contains a dated record of the books read by each child.  Parents and other adults are encouraged to write comments about the books and the child’s reading in the spaces provided.  Older children also write in these books themselves.