Reading at Ferney Lee

We begin with the simple idea that reading is a lifelong gift. We understand the research that shows reading brings three core benefits: intrinsic enjoyment; the development of a global view and empathy for others; as well as academic success and much improved life chances. We know that a child's early speech, language and communication - processing sounds, understanding and using vocabulary, recognising tone and context, the ability to listen and concentrate - are the foundation stones for learning to read. We also know that the technical skills needed to become a successful reader (decoding and comprehension) cannot be taught in isolation: being a confident and motivated reader, being able to talk about what is being read, thinking positively about reading and having the self-regulation strategies to improve are as important on the journey to becoming a Ferney Lee Reader. 

The National Literacy Trust's Read On, Get On campaign helps to shape our approach to reading at Ferney Lee; likewise the Open University's work on Reading for Pleasure. For more information about reading at Ferney Lee please click on the link to the reading policy here:

Ferney Lee Reading Policy

Ferney Lee Reading Curriculum Progression

Read Write Inc.

We teach phonics using Read Write Inc (RWI), a systematic, synthetic phonics (SSP) programme from Reception to year 2. 

Watch the videos below to find out how to say pure sounds and how best to support your child at home with phonics. There is also a video to give you more information on the statutory phonics screening check that children are expected to take at the end of Year 1. If you would like any further information on this scheme and how we implement this at Ferney Lee, or how best to support your child, please do get in touch! 

How to say the sounds (Video)

What is Read Write Inc? (Video)

The Year 1 Phonics Screening Check (Video)

Writing at Ferney Lee

Spelling at Ferney Lee

We are using a new approach to spelling with Grammarsaurus.  Children will learn how spellings are built, and not just memorise a set weekly list. 

We will focus on etymology and morphology in spelling. This means that the children gain an understanding of where words come from and how words are made up of smaller parts called morphemes, such as:

• Base - the core part of the word that carries meaning (e.g. help, move, play)
• Affix - a morpheme that is either a prefix or a suffix
• Prefix - a part added before the base to change its meaning (e.g. un-, re-, mis-)
• Suffix - a part added after the base to change its form or meaning (e.g. -ed, -ing, -ful, -ness)
• Stem - a word part that includes a base and may also contain other morphemes (e.g. lovely, dangerous, laziness)

What do students do in their spelling lessons?

• Building words using bases, stems and affixes
• Learning the etymology of words – understanding their origins, historical roots, and language journey
• Exploring how morphemes change the meaning of words
• Using word matrices to see how one base can create many new words. A word matrix is a chart that shows how one base can grow into many new words using different prefixes and suffixes. It helps children see spelling patterns and deepens their understanding of word meanings
• Writing word sums
• Directly applying new spelling knowledge in their writing units
• Learning four key spelling rules for adding suffixes:
  1. Double the final consonant letter when a word ends in a CVC pattern, then add the vowel suffix.
  2. Drop the final silent e vowel letter, then add the vowel suffix.
  3. Change the final letter y after a consonant letter to i, then add the suffix (except -ing).
  4. Just add the suffix.

Why morphology matters

Learning about morphemes helps children:

• Improve their spelling: by recognising patterns not just sounds – for example, learning that the suffix      -ed is the correct way to spell past tense verbs helps avoid mistakes like ‘checkt’ or ‘needid’
• Understand word meanings: Knowing the meaning of a base (like ‘move’) helps children make sense of related words like ‘remove’, ‘mover’, or ‘movement’
• Expand their vocabulary and improve reading comprehension more easily: As they begin to recognise familiar word parts, they can make sense of new words on their own, supporting reading and learning