A.  Teach with fidelity to an SSP Programme

Training

1.     SSP training and CPD is booked with an accredited training provider and staff have accessed prior to implementation

2.     The SSP provider shows teachers how to teach those who are not keeping up with the pace of the programme to read

3.     If included in the scheme, the school is following the scheme’s specific guidance on how to teach those with SEND needs how to read

4.     A register is kept of those who have been trained, by who and when this training was last done

5.     The Reading/ Phonics leader/s know how to identify the focus of coaching and practice

 sessions

6.      The Reading/ Phonics leader/s know how to organise and deliver coaching and practise for all staff.  

7.     Opportunities are provided for teachers to receiving coaching and to practise elements of the SSP

8.      The Reading/ Phonics leader/s keeps a record of practice and coaching sessions.

Resources

9.     Correct resources are particular to the SSP programme (sound charts, friezes, sound and word cards, cumulative texts)

10.  Schools are expected to have Storytime and have their own stocks of good reading for pleasure books for pupils to take home.

Teaching

11.  Sufficient time is given to teach phonics, reading and writing.

12.   A clearly defined curriculum extends children’s language and vocabulary in each of the Early Years Foundation Stage areas of learning, and in year 1 for each subject

13.  Activities are used effectively to develop children’s language.

14.  Teachers and TAs (who are teaching reading) understand and teach the specific activities in the SSP programme confidently

15.  The SSP is taught in a quiet space to help pupils focus

16.  Teachers pay particular attention to pupils who fall behind during SSP lessons

17.  The pace of teaching is not slowed for pupils who fall behind

18.  Teachers ensure there is a language-rich environment in which adults talk with children throughout the day, to form the foundations for language and cognitive development (Section 2, Reading Framework)

19.  Embedding a school culture that values and supports reading for pleasure (Section 8, Reading Framework).

Progress and assessment

20.  There are clear term-by-term expectations of progress from Reception to Y2

21.  The reading leader/ class teacher assesses pupils using an individual termly/half termly reading assessment to record letter-sound knowledge and word reading (using assessments in the SSP programme)

22.  Assessments are used to organise pupils efficiently (either for groupings if the scheme requires group teaching or interventions) to maximise progress

23.  Communication between all staff is clear and effective

Children who are not keeping up with the pace of the programme-

24.  SSP lessons are of the highest standard to reduce the amount of extra support needed 

25.  Pupils who fall behind are identified immediately using the SSP programme’s assessments

26.  These pupils receive extra daily practice following the school’s SSP programme

Parents

27.  Parents are informed of the SSP programme adopted: what is taught and how they could provide extra practice to develop fluency; how the school will provide extra practice to prevent serious problems developing.

28.  Parents know how to increase their children’s fluency in reading sounds, words and books, at each point in their children’s learning

29.  Parents understand the difference between stories to share and stories that children read aloud.