C.  Ensure cumulative progression of sounds and books

Leaders ensure that:

1.     Decodable reading books are organised in the given sequence of their chosen SSP programme i.e. reading books build letter-sound correspondences cumulatively.

2.     Pupils read texts/books that closely match the letter-sound correspondences they can read at home as well as in school

3.     These texts/books contain few exception words, as listed in the school’s SSP programme

4.     Pupils are not asked to read books that require them to guess words or deduce meaning from pictures, grammar or context clues, or taught words using whole word recognition

5.     Where the SSP states so, pupils practise sounding out the words in the story and read exception words before they read the text/book 

6.     Where the SSP states so, pupils re-read these texts/books at school and home to build fluency

7.     Pupils falling behind the pace of the programme are given extra practice to re-read these texts/books

8.     Pupils continue to read books in a progressive sequence until they can decode unfamiliar words confidently

9.     As soon as pupils can read unfamiliar words confidently, they read a wide range literature

10.  Teachers keep records of the books pupils read in school and at home

11.  If the SSP states so, pupils practise reading books at home once they have read them at school

12.  Teachers provide extra reading practise for pupils who do not practise at home