Learning Resources

 Information for Year 2 & 6 Parents from Standards & Testing Agency



X Tables

Here is a list of websites and apps that are useful for practising times tables

Times tables


Preston Hedge’s Calculations Policy

The calculation policy below shows how we teach Maths calculations in school.

Preston Hedge’s Calculation Policy 2016



The Preston Hedge’s guide to Phonics

Below is a series of phonics booklets to help your child practice their phonics at home.  If you wish to know which phase of phonics your child is on please speak to their class teacher.  Phonics is taught daily in Years R – 2.

Phonics Letters and Sounds Phase 2

Phonics Letters and Sounds Phase 3

Phonics Letters and Sounds Phase 4

Phonics Letters and Sounds Phase 5

Phonics Letters and Sounds Phase 6


Parents Guide to PAG (Punctuation & Grammar)  


Grammar glossary

Phase 1

Year One Punctuation


Phase 2

Year Two Punctuation

Year Three Punctuation



Phase 3

Year Four Punctuation

Year Five Punctuation

Year Six Punctuation




Year R Tricky Words

Yr R Phase 2, 3 & 4 tricky words


Year 1 High Frequency Words

100 high frequency words


Spelling at home

To support our pupils with developing their spelling, we place huge emphasis on ensuring pupils have a good understanding of the varying sounds and spelling patterns. In the early years of the school, this is taught through phonics in small groups. As the pupils progress through the year groups, children work to explore and secure their understanding of spelling patterns and rules.

Due to the huge emphasis we place on securing the patterns, we encourage parents to explore the patterns and rules sent home. Below are a few suggestions and activities to support your child at home.

  • Write as many words as you can with the sound, using different writing implements, such as chalk paint, or even shaving foam!
  • Ask your child to write the word in a sentence, to ensure they understand the meaning of the word
  • Play Eye Spy, but using the sound
  • Look at different pictures – what is the sound for that picture?
  • Write as many words as you can with the spelling pattern
  • Ask your child to write the word in a sentence, to ensure they understand the meaning of the word

The following websites may also be useful to parents at home

www.letters-and-sounds.com, www.bbc.co.uk/bitesize/ks2/english/spelling_grammar/spelling/play/ & www.woodlands-junior.kent.sch.uk/interactive


 The Bedtime Story

Reading Philosophies:

At our school, we want children to choose to read and enjoy it both in and out of school. We provide reading scheme books to ensure structure and progression of skills, but we also want children to read a range of books beyond these. Reading for both pleasure and purpose is important and we would encourage you to help your children to continuously increase the range and types of books that they choose. Sometimes, in trying books that are different to our normal choices, we can discover types of books that we were not expecting to enjoy!

Often, as children move away from learning to decode at a good level, parents can find it harder to interact with reading at home. It is important to remember that once children can decode well, (read the words), there is little value in reading a high volume of books and rushing through the stages to reach more tricky words.  It is more important to spend time exploring and looking in depth at a text. To help support this, we have heavily increased the number of books available on each stage so that children read at the correct level for more of the time.

In the early stages, especially when decoding is the focus, your child should be able to read around 90% of the text. If your child can read more and the teacher has not moved them on, have a chat with their teacher; it is likely that the teacher wants them to look more deeply at their understanding of the texts at that level before they do so. To help your children with a deep reading experience, have a look at some of the activity ideas in this section.

As children become more independent readers, they often have favourite authors and parents can worry about this; however, many of us adults are the same! Reading these for pleasure is valuable. When your child is lucky enough to find an author that they love, allow them to read for pleasure. You can read non-fiction, such as newspapers, at opportune moments to help keep some balance. Equally, help your child to find new series that they wish to read. Book shops are often happy to make recommendations and talk about new releases and the internet is packed with extracts and reviews. To engage with your child, if they are reading longer books, you can ask them to discuss their book, or help them with book reviews.  You could even read it yourself and talk in a ‘book club’ way! (Although you may not enjoy some of the books our children seem to!)

Reading is a vital skill and can bring much pleasure; as adults we need to act as role models and encourage and inspire children as much as possible.

Reading– using a range of skills

At school, we make sure we teach both a range of texts and reading skills. To ensure that we do this effectively, we use the assessment focuses for reading. These are as follows:

AF1 – use a range of strategies, including accurate decoding of text, to read for meaning

AF2 – understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text

AF3 – deduce, infer or interpret information, events or ideas from texts

AF4 – identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level

AF5 – explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level

AF6 – identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader

AF7 – relate texts to their social, cultural and historical traditions

Children who have a Home/ School book before they progress on to reading reviews, have criteria to work to linked to these. Our lessons embrace these skills and at Phase Three, children are taught to make annotations against these aspects of reading.

Decoding (AF1)

Fluency and expression – these need to continue to be worked upon as the book difficulty progresses – Assessment Focus 1 (AF1).  This is the first stage in learning to read independently. It is all about the skills needed to decode words and read for basic meaning. As a school, children in Reception to Year Two have intensive phonics sessions every day and we continue to support older children who still need this learning. Have a look at the phonics booklets that we have on our website and talk to your child’s teacher if you have any questions about helping with this.

It is important to remember that there are other decoding skills that your child will use in addition to phonics. If they find phonics tricky, it would also be useful to try and develop some of these skills with your child. Remember some of these strategies are used in combination.

Word recognition Knowing a word on sight. Some words cannot be decoded phonetically and have to be memory learnt.A few children learn them by the shape of some words. If you draw around a word, it makes a particular shape.You could do this or play guessing games if there is a word that they are finding particularly tricky.
Picture cues Earlier on, the use of pictures is important as it teaches the link between images and words.Move children on to using the picture and initial sound of the word, next.
Sentence comprehension, (Using the whole sentence). Reading on in the rest of the sentence to decode a given word, (this may be combined with using some sounds or parts of words). This is one of the most important skills and we often use it as adults. To improve this skill with your child, you could cover a few words with a post it note and ask them to guess what it is. Start off by leaving some of the word showing, then cover the whole thing as it improves.This is a key skill in self checking. If your child reads a word wrongly and does not notice, try this skill.We have an assessment in school that enables us to make checks on this skill, so let your child’s class teacher know if you are concerned about this skill.
Analogy Using letter patterns to decode words Words such as s-ight, l-ight Rhyming work is really useful to help this skill
Compound words Where two smaller words join together to make a new, larger word with a new meaning.E.g. football, baseball, grandmother

Look for links in expression, linked with the content of what they are reading. Remember, that children will need to decode some words and that this is a normal part of progression that can, at times, interrupt fluency.

Activity Ideas/ Individual Reading

At the start of your child’s schooling, and up until they begin writing book reviews, your child is given a reading record. In here, there are targets linked to the Assessment Focuses. Nationally, these criteria are designed to last quite a while, but be applied to a range of texts. They should not be ticked off/moved away from too quickly as they are about introducing, developing and consolidating the skills. If you are unsure of the pace and timing to spend on these, again, have a chat with your child’s class teacher.

School News... read more >

29th June 2018

Year 6 Residential 2018

A superb week for our fantastic Year 6 children!

School News... read more >

21st June 2018

Race For Life 2018

The Race For Life earned £1800!