Let’s all blend together, robot arms ready...

    Published: 27 November 2018

    Ear/l/y           R/ea/d/i/ng       P/r/o/j/e/c/t

    ‘Twas the weeks before Christmas and all through the school, glitter was being shaken, shows were in production, and reception class teachers were thinking about who would be able to orally blend and segment simple Christmas words such as...b/e/ll/... k/i/ng... sh/ee/p.. s/t/ar...toy...

    Amid the wonderful end of term activities, serious questions arise in Reception class teachers' minds. They will be asking themselves who is secure in Phase 2 phonics? They will be asking themselves who is able to read pink book band books with confidence, in group reading? If it is a majority of their class, then that is a lovely Christmas present. The teachers rest safe in the knowledge that in spring 1, those children will be reading red band in group reading, and moving on to the learning of Phase 3. In other words, their children are well on their way to achieving age-related expectations.

    But what if that is not the case? What do they do to ensure that a majority of their children are secure in Phase 4, and are reading at yellow band by the end of the year?

    This is where the unique ‘Early Reading Project’ comes into its own. Jointly presented by the Early Years and Primary teams, it answers those challenging questions such as:


    Teacher questions


    Reception class teachers who have taken part in this 12 week project have seen a huge improvement in their children’s reading skills. The project provided them with important knowledge, together with resources that  have enabled these teachers to successfully develop early reading and the application of phonics, not only with those vulnerable pupils selected for the project, but with the whole class.  One Early Years leader worked with a focus group of children whose baseline data had demonstrated that they were working 'just below' ARE at the beginning of the academic year.  They shared the following insights with us:


    Teacher evidence quotes


    There we can see real impact, shared by the practitioner working directly with the children.  It really is powerful in its effect!  It isn’t a magic wand, but it does give practitioners the tools they need to create more than a little bit of reading magic in their learning environment.


    Early Years reading project


    If you would like more information, and wish to sign up to the Spring ‘19 round, please visit the HfL Early Reading Project page on the website, or use the email address below.


    Early Years reading project


    We would love to work with you

    Ruth Goodman

    Rose Blair

    Kirsten Snook


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