Early Reading and Phonics at Leasowe Primary School

Intent

At Leasowe Primary School, we believe that learning to read is the key that unlocks the curriculum and opens the door to a lifetime of learning and enjoyment. Our aim is for every child to become a confident, fluent reader who develops a genuine love of books. We want all children, regardless of their starting point or learning needs, to leave us able to read with accuracy, understanding and pleasure.

We follow Little Wandle Letters and Sounds Revised because it provides a clear, systematic and highly effective approach to early reading. Our intent is to ensure that:

• every child receives high‑quality phonics teaching every day

• children keep up rather than catch up, with immediate support for anyone who needs it

• reading is prioritised across the school and celebrated as a valued skill

• children develop strong language and communication skills that support reading and writing

• families feel confident supporting reading at home

Through this approach, we aim to ensure that all children become fluent, enthusiastic readers who can access the full curriculum with confidence.

Implementation

We use Little Wandle Letters and Sounds Revised to deliver daily, engaging phonics lessons. Children learn that letters represent sounds, that these sounds can be blended to read words, and that this knowledge helps them become confident, fluent readers.

Phonics teaching begins in Nursery and follows a carefully sequenced progression that allows children to build securely on what they already know. Staff model phonics strategies across the curriculum so that children see how these skills apply in all areas of learning. We place a strong emphasis on spoken language, recognising that rich vocabulary and strong listening skills are essential foundations for reading and writing success.

Nursery

Children follow the Little Wandle Foundations for Phonics programme, focusing on:

• daily oral blending

• high‑quality stories, songs and rhymes

• strong speaking and listening skills

Reception and Year 1

Children follow the full Little Wandle progression.

• Daily phonics lessons, with a Friday review session

• Teaching begins in Week 3 of the Autumn term

• Reception: taught up to the end of Phase 4

• Year 1: taught up to the end of Phase 5

• Reception lessons begin at 10 minutes and increase to 30 minutes

• Year 1 lessons are 30 minutes daily

Years 2 and 3

Daily phonics continues for children who need it, focusing on filling specific gaps identified through assessment.

Years 2 to 6 – Rapid Catch‑up

Children who need additional support take part in short, focused catch‑up sessions (around 10 minutes), targeting precise reading and writing gaps.

Impact

Our approach ensures that children at Leasowe:

• develop strong phonic knowledge and can apply it confidently in reading and writing

• become fluent, accurate readers who can tackle unfamiliar words independently

• enjoy reading and choose to read for pleasure

• are well prepared for the next stage of their education

We measure impact through:

• ongoing assessment in daily lessons

• half‑termly Little Wandle assessments in Reception and Year 1

• the Year 1 Phonics Screening Check

• Rapid Catch‑up assessments for children in Years 2–6

• regular monitoring of reading fluency, comprehension and book‑matching

• pupil voice, reading behaviours and engagement with books

Children who need extra support are identified quickly and receive targeted keep‑up or catch‑up sessions so that they do not fall behind. By the time they leave us, our aim is that every child is a confident, fluent reader who can access the full curriculum and enjoy reading throughout their lives.

Assessment

Assessment is at the heart of our phonics and early reading approach. It ensures that teaching is responsive, gaps are identified quickly and children receive the support they need to keep up.

Reception and Year 1

• At the end of each week, children take part in a review session to recap and consolidate learning.

• Teachers also plan whole review weeks—both pre‑planned and bespoke—to address gaps identified through ongoing formative assessment.

• Children who are at risk of falling behind are identified immediately and receive daily Little Wandle ‘keep‑up’ sessions. These sessions follow the same structure as the main programme but move at a slower pace with additional repetition.

• At the end of every half term, children are assessed using the Little Wandle assessment tracker, which provides a clear picture of progress and next steps.

Phonics Screening Check

• All Year 1 children take the Phonics Screening Check in the summer term.

• Children who do not meet the expected standard receive additional support and re‑sit the check in Year 2.

Years 2 to 6

• Children who still need support with phonics take part in Rapid Catch‑up sessions.

• Their progress is monitored through:

  • ongoing formative assessment

  • half‑termly summative assessments

• This ensures that any remaining gaps in reading or writing are addressed quickly and effectively.

Reading Practice Sessions

Across Reception, Year 1 and Year 2 (and beyond where appropriate), children take part in small‑group reading practice sessions using fully matched decodable books.

• Sessions are 15 minutes, three times a week

• Groups are kept small (around six children)

• Sessions focus on:

  • decoding

  • prosody (reading with expression)

  • comprehension

After the three sessions, children take home the same decodable book to celebrate success with their families.

In Reception, these sessions begin in Week 4. Children who are not yet decoding take part in Little Wandle blending lessons to build the skills they need.

Reading for Pleasure

We want every child to love reading. Across the school we provide:

• inviting reading areas in every classroom

• well‑stocked KS1 and KS2 libraries

• daily story time

• access to high‑quality, diverse texts

• reading events, challenges and celebrations

Children also take home a reading‑for‑pleasure book each week to enjoy with their families.

Support for SEND Learners

Every child can learn to read. We use Little Wandle SEND, which mirrors the main programme but includes adaptations such as:

• slower, more flexible pacing

• increased repetition and overlearning

• multi‑sensory teaching

• simplified resources

• small‑group or 1:1 delivery

• explicit language support

Teachers, TAs and the SENDCo work together to create personalised pathways for children who need them.

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