At Fox Grove School we live to instill a love of the story experience for all pupils. We aim to enable every pupil to be able to access texts at all levels of development.
We believe reading is the key to unlocking the world of information and essential for fulfilment in an independent life at school and beyond.
For our pre-verbal learners we work towards developing shared attention skills so that pupils can enjoy a weekly sensory story performance and daily story time.
For our learners with emerging language skills we teach systematic phonics following Little Wandle Letters and Sounds Revised daily.
We assess phonics continually throughout the teaching process. Pupils not making expected progress are identified and access planned catch up activities.
For our learners who have acquired phonics skills and are developing their reading we use the age appropriate Phonic Books scheme.
For all our learners we include parallel active reading experiences involving whole word recognition strategies.
For pupils working beyond phase 5 phonics we assess reading on a termly basis in order to track progress using PM Benchmarking Tool and Renaissance Accelerated Reader. For our free readers, we use the assessment quiz to determine book choices, matching to reading stage.
See our Rolling Programme & Progressions Stages document for specialist strategies applied along the writing progression continuum within EYFS and Pre-Requisite and Stages 1-6.
Assessment takes place within lessons formatively informing teacher’s planning for support and for progress. Pupils are judged to be either Emerging in a new stage, Developing within a stage or Established within a stage.
At 3 strategic points of the year summative data for analysis is submitted. Pupils making less than expected progress are identified for interventions at the 3 data drop points of the year. The Fox Grove Stages for Literacy and Numeracy incorporate a Pre- Requisite Stage for EYFS and other learners working below Stage 1. All subject topics are presented according to the pupils’ age; delivered appropriately according to their level of understanding.