Reading and phonics

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Reading at Park View

Reading is at the very heart of our curriculum. It is the focal point in all aspects of the children’s work; it is encouraged, developed and nurtured from the very first days of school. From the beginnings of the children’s learning at Park View, they become immersed in reading with daily lessons centred around phonics with support from highly trained staff. We use the Ruth Miskin’s Read, Write, Inc scheme. This systematic approach gives the children valuable support and guidance – with additional one-to-one provisions if necessary. Furthermore, books are sent home for families to share and develop a love of reading and learning – including phonetically matched texts to the child’s ability.

Phonics and Early Reading

Phonics and the learning of phonics is one of the most important aspects of early learning in Park View Academy. We hold it in such high-regard that we rigorously plan, assess and monitor our children’s progress as often as we can so adjustments can be made to match the individual child’s needs.

This is so instrumental in assisting the children in learning how to read and making the expected progress throughout the early years of school. Substantial investment in the scheme has allowed us to purchase home reading books that match up to the individual child’s reading and phonics level. This has given parents and carers a clearer insight into the ability of their child(ren) and actively engaged them in the learning of reading.

Read, Write Inc. lessons occur daily and are structured to facilitate every reading need of children in Park View. The groupings are homogenous and children move between classes so they get the very best support to match their reading level. From this, the school has seen increases in data of the Phonics Screening Test conducted in Year 1.

As a school we work along side the English hub and dedicated Read, Write, Inc consultants once each half term.

What is Read Write Inc. Phonics – Ruth  Miskin Training

How to say the sounds – Ruth Miskin Training

The Phonics Screening Check – Ruth Miskin Training

Listening to your child read – Ruth Miskin Training

Why read to your child? – Ruth Miskin Training

Reading Fluency and Comprehension

As the children’s reading develops, and they have the fluency (word per minute rate, intonation and expression) and secure understanding of the content, they have more freedom to choose their own titles from the books we have in school. These can be taken from the school and class libraries and our challenging book banding that continues to develop the reading skills of all children.

Our English curriculum is centred around a diverse range of books giving children access to different historical events, authors and worldwide cultures. Events throughout the school calendar (World Book Day, Grandparents’ Reading Afternoon, McMillian Coffee and Book Morning) as well as author visits and writing workshops inspire and motivate pupils to become writers themselves: they see the purpose of their work and learning.

Children answer comprehension questions based on the V.I.P.E.R.S reading scheme and staff use precise questions to develop the children’s understandings of the key reading domains. The questions are devised on the central text being used in class, but there are also focused lessons on non-fiction texts, poetry and other genres so children are exposed to a range of reading sources and experiences.

For children identified as requiring additional support with their reading, they receive individual time and support with adults in school so they are constantly immersed in texts and enhance their skills. High quality and adaptive teaching strategies are used – including the use of online platforms – to facilitate our keep up not catch up theme. These children read every day including 1:1 time to read aloud and constantly practise their skills.

Reading Leaders

Reading for Pleasure 

At Park View, reading is seen as a pleasure and time is given as such to develop that. The school library has a wealth of texts for all children in school and also includes subscriptions to magazines in foundation subjects as well as comics and newspapers. Research shows that enabling children to read for pleasure can result in increased empathy, improved relationships with others and improve wellbeing with an increased insight into the view and opinions of others. To promote this further, our Reading Ambassadors are responsible for the upkeep of the library and school reading sheds. Furthermore, class teachers nominate a ‘Reader of the Week’ for their excellent reading, progress in lessons or reading at home. The pupil then gets the privilege of selecting a book from the book vending machine to celebrate their reading success.



At Park View we follow a set procedure for spellings that allows for daily practice in a variety of ways so the words are constantly studied. In Year 1, children are given specific words that are linked to their phonics and red word needs: these words are then practised daily as well as being sent home for further rehearsal.

Year 2 continue with phonics spelling until they are ready to move on to independent and more structured spelling tasks.

When children begin Key Stage 2, spelling list of up to 15 words are given out on a Monday and then tested on a Friday. Spelling rules and common exception words – in line with the statutory government guidelines – are the key focus in each of the year groups. However, if a child requires subtle changes in the spelling structure to match their spelling age, then teachers are at liberty to alter the words.

Throughout each year group, the children are assessed using a Single Word Spelling Test that gives the teachers an indication of where the children are in terms of their spelling knowledge and the test then gives the teacher a spelling age. From this result, teachers then identify children who need additional support through intervention strategies and plan accordingly with the Teaching and Learning Lead and teaching assistants are then informed and have time to work with the individual children.

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