As children join the School they develop their reading skills through a scheme entitled 'Little Wandle’. This is the Department for Education validated phonics scheme which has revised our previous ‘Letters and Sounds’ Programme and ensures that high quality phonics provision is delivered. Our scheme is closely linked to matching phonically decodable reading books. Additionally, children develop their fluency in reading through a programme of consistent and well-structured daily guided reading sessions from year R to Year 6.
Please click on the link below to hear EYFS lead, Miss Wyatt, explain how the 'Little Wandle' scheme is applied.
At the heart of every child’s learning journey is the acquisition of vocabulary and language. Our curriculum places great emphasis on children revisiting new vocabulary in every subject, so that they become immersed in the world of language and knowledge. At Lady Boswell’s we believe that a high-quality Literacy (English) curriculum should develop children’s love of reading, writing and discussion. We are advocates of Pam Ally’s simile that reading is like breathing in, and writing is like breathing out. Reading is at the heart of our curriculum as we believe that it is imperative that our children develop into confident and capable readers in order to develop their vocabulary and access all other areas of the curriculum. Children are exposed to high quality texts and discrete skills are taught in all year groups. Discussion about books enables children to think as readers and discuss preferences, likes and dislikes. We aim for every child to leave us with a passion for reading, for if reading is like breathing in, then discovering new books is like taking in a breath of fresh air.
As a school that prides itself on our high literacy standards, we recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts and we endeavour to create a love for literacy. Learning to write, like learning to read, is a journey from dependence to independence, and we believe that attainment in writing is intrinsically linked to the reading culture of our school.