Please click on link to look at current policies:

English Policy – January 2017

Handwriting Policy – February 2017

Marking and Feedback Guidelines – September 2019

Homework Policy – October 2019

The Phonics schemes we use are:

Letters and Sounds

Website link to Letters and Sounds

Jolly Phonics (for actions)

Website link to Jolly Phonics

The Reading scheme we use is:

The Oxford Reading Tree

Website link to Oxford Reading Tree

Look at these PDFs to learn about how we teach Literacy:

Literacy – Talk 4 Writing and Spellings update – January 2018

Literacy within Ivy Road – January 2017 update

Home School Reading book – Parent Update

Jolly Phonics Actions

Phonics for EYFS and KS1

Curriculum Spellings for each class:

Spelling Lists Years 1 and 2

Spelling Lists Years 3 and 4

Spelling Lists Years 5 and 6

Every Child a Reader – Reading Recovery in Ivy Road

ECAR- Reading Recovery Teacher: Mrs Fenton

The Reading recovery programme is designed for Year 1 children. The children are aged between 5 years 9 months and 6 years 4 months at the time of assessment.

The programme is for 4 children who work independently with a trained Reading Recovery teacher every morning for 30 minutes for about 16 weeks. It is an intensive reading and writing course. The children are assessed at the beginning and the end of the programme as well as 3 monthly and 6 monthly checks.

Parents are invited to observe lessons. They are expected to hear their child read a familiar book every night and help construct the cut up sentence the child brings home from that day’s lesson.

The pattern of the lessons is very structured. It begins with the child reading 2 familiar books. A running record is then revised from the previous day’s new book. A short time of word work is done before the child writes a sentence of their choice. The sentence is then written on card by the teacher before being cut up for the child to reconstruct. This is then placed in an envelope to be taken home and stuck in their homework book. The lesson ends with a new book being introduced to the child which becomes the running record book next day.

ecar-in-action-pic-2 ecar-in-action-pic


Ways to support your child’s learning at home

How to help your Child become a Better Reader

PDF – How to help your Child become a Better Reader

Talking and Listening

  • Make time to listen to your child talking – as you meet them from school, as you walk, or travel home by car, in the supermarket as you shop, at meal times, bath times, and bedtimes – any time!
  • Switch off the TV, radio and mobile phones – and really listen!
  • Show that you are interested in what they are talking about – look at your child, smile, nod your head, ask a question or make a response to show that you really have been listening.
  • Make a collection of different toy creatures – for example, a duck, a snake, an alien, say the sound it might make as you play together, for example, ‘quack-quack’, ‘ssssssss’, ‘yuk-yuk’, and encourage your child to copy you.
  • Listen at home – switch off the TV and listen to the sounds, both inside and outside the home. Can your child tell you what sounds they heard, in the order in which they heard them?
  • Play-a-tune – and follow me! Make or buy some simple shakers, drums and beaters, then play a simple tune and ask your child to copy. Have fun!
  • Use puppets and toys to make up stories or retell known ones. Record your child telling the story and play it back to them.


Sound Talk

  • Sound-talking or Robot-talking
  • Find real objects around your home that have three phonemes (sounds) and practise ‘sound talk’. First, just let them listen, then see if they will join in, for example, saying:
  • ‘I spy a p-e-g – peg.’
  • ‘I spy a c-u-p – cup.’
  • ‘Where’s your other s-o-ck – sock?’
  • ‘Simon says – put your hands on your h-ea-d.’
  • ‘Simon says – touch your ch-i-n.’


  • Magnetic letters

Buy magnetic letters for your fridge, or for use with a tin tray. Find out which letters have been taught – have fun finding these with your child and place them on the magnetic surface.

  • Making little words together

Make little words together, for example, it, up, am, and, top, dig, run, met, pick. As you select the letters, say them aloud: ‘a-m – am’, ‘m-e-t – met’.

  • Breaking words up

Now do it the other way around: read the word, break the word up and move the letters away, saying: ‘met – m-e-t’.

  • Both these activities help children to see that reading and spelling are reversible processes.
  • Spelling is harder than reading words – praise, don’t criticise. Little whiteboards and pens, and magic boards, are a good way for children to try out spellings and practise their handwriting.
  • Your child might be trying to use letters from their name to write; this shows that they know that writing needs real alphabet letters.
  • Make or buy an alphabet poster.
  • Help your child to spot patterns and rules in their spellings.

Letter Formation

Using their whole body

For handwriting children need to be well co-ordinated through their whole body, not just their hands and fingers. Games that help co-ordination include throwing balls at a target, under-arm and over-arm, and bouncing balls – also skipping on the spot, throwing a frisbee, picking up pebbles from the beach and throwing them into the sea. Have fun!

Hand and finger play

Action rhymes such as Incy wincy spider’, ‘One potato, two potato’ and ‘Tommy Thumb’ are great fun and get their hands and fingers moving. Playing with salt dough or clay really helps strengthen little fingers, as does cookery and using simple toolkits.

Hand–eye co-ordination

Pouring water into jugs and cups of different sizes, sweeping up with a dustpan and brush, cutting, sticking, tracing, threading beads, completing puzzles, peeling off stickers and sticking them in the right place – these all help hand–eye co-ordination.

Pencil hold

The ‘pincer’ movement needs to be practised. This is important as it enables children to hold a pencil properly as they write. Provide them with kitchen tongs and see if they can pick up small objects. Move on to challenging them to pick up smaller things, for example, little cubes, sugar lumps, dried peas, lentils, first with chopsticks, then with tweezers.

Ask children to peg objects to a washing line.

Provide plenty or different types of pen and pencil; hold their hand to practise the correct grip.

Letter formation

Encourage your child to use the correct letter formation. This will help children greatly when they begin to join their letters in Year 2.

Core Vocabulary

  • Set a timer. Call out one word at a time and get your child to spell it on a magic board or a small whiteboard, against the timer – remember, they can use magnetic letters.
  • Play a game – hunt the word – hide words in sand or flour, set a timer, hold up the word that you want them to hunt for, and ‘go’! Repeat the word and encourage them to say –‘I am looking for the word ‘the’.
  • Play ‘Pairs’, turning over two words at a time trying to find a matching pair. This is especially helpful with the tricky words: the the, to to, no no, go go, I I, children children
  • Don’t worry if they get some wrong! These are hard to remember – they need plenty of practice.


  • Make sharing books with your children fun.
  • Read a range of things with your child. It doesn’t always have to be their school books.
  • Talk about the text.

Story Chair

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