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Early Reading and Phonics

Early Reading Intent 


At Gatehouse School we have adopted a comprehensive and consistent approach to the teaching of Early reading. We believe that reading is a valuable and rewarding experience, laying a firm foundation for the child’s future. It is a crucial area which will allow children to access all areas of the curriculum successfully. We believe that success in reading opens doors to a world of knowledge.




Aims and Objectives for Early Reading and Phonics

 We aim to:

 • enable our pupils to read confidently, fluently, accurately and with understanding and enjoyment.

 • teach pupils to employ a full range of reading cues - phonic, graphic, syntactic, contextual - to monitor, correct and make sense of their own reading.

 • foster an interest in words and their meanings and to gain an appreciation of books from a variety of genres and media (fiction, nonfiction, reading scheme books, ‘real’ books, e-books (kindles) etc.

• foster a love of different types of literature, to read with enjoyment and be able to evaluate and justify preferences.

• develop a suitable technical vocabulary through which pupils can understand and discuss their reading.

 • develop reading skills alongside those of writing, so that pupils may become literate adults and readers for life.

• create a variety of reading opportunities across all areas of the curriculum. 


At Gatehouse Primary we use the Government recommended Letters and Sounds programme to structure the teaching of Phonics, reading is taught alongside this. exploring instrumental sounds



At Gatehouse we believe the role of the Teacher to:

  • convey a love of books and reading and provide a rich and stimulating environment in which children have easy access to a wide range of texts presented in an attractive and inviting way.
  • actively encourage parents to participate and share in their child’s reading experience.
  • ensure there is regular ongoing assessment to identify individual needs, focusing on strategies and skills, confidence and independence.
  • provide the children with frequent opportunities to hear text read aloud and to allow them to reflect upon their own experiences in relation to the text.
  • help children develop strategies for independently tackling the decoding of print.
  • ensure children have the opportunity to discuss books they have read and express preferences.