Intent

Our core purpose is for children to develop a love for reading and become independent, fluent readers of a wide range of reading materials including fiction, non-fiction and poetry. Through the design of our curriculum we aim to create a reading culture where children: access inspiring, diverse and challenging texts across a range of genres; read for pleasure; grow their imaginations; escape to new and wider worlds; cultivate reading preferences; share and recommend texts; recognise authors and styles; open doors, understand and apply; communicate, articulate and perform, discuss and challenge; expand vocabulary banks; access learning across the curriculum; apply learning to written work and be ready for their next stage in learning and education. We celebrate reading!

To become an expert reader, children at our school will:

·        have a secure knowledge and understanding of phonics, including the ability to apply phonics to develop early reading

·        employ a range of other strategies to apply to their reading

·        be inspired to have a lifelong love of reading

·        read widely and for a range of purposes

·        be taught the comprehension and decoding skills required to achieve age related expectations

·        experience high-quality texts in a variety of text types as models for writing

·        develop and understand a high level of vocabulary from all tiers (Alex Quigley) through regular exposure and specific vocabulary teaching

Vocabulary

Children’s command of vocabulary is fundamental to learning and progress across the curriculum. Vocabulary is developed actively, building systematically on pupil’s current knowledge and deepening their understanding of etymology and morphology (word origins and structures) to increase their store of words. Simultaneously, pupils make links between known and new vocabulary, and discuss and apply shades of meaning. In this way, children expand the vocabulary choices that are available to them. It is essential to introduce technical vocabulary which define each curriculum subject.  Vocabulary development is underpinned by an oracy culture and a ‘tiered’ approach. High value is placed on the conscious, purposeful selection of well-chosen vocabulary and appropriate sentence structure to enrich access to learning and feed into written work across the curriculum.

Implementation

Accelerated Reader (AR)

All children in years 1-6 have an independent reading book at their level, with an individual zone of proximal development (ZPD) determined by half-termly STAR Reading tests and quizzes. AR allows teachers to monitor and track children’s progress, also identifying target areas.

Phonics

Phonics starts with our youngest learners.  It is taught systematically using the structure ‘recap, teach, practise and apply’. This is supported by Phonics Bug. An individualised approach to responding to need at every stage/age secures excellent phonic development.  

Guided Reading (GR)

Guided reading is the time where the teacher really gets to unpick and move learning on. Children work on specific targets using a shared text. GR is supported by VIPERS. GR can be done in groups, as a class or individually, based on need and context.

Reading Comprehension

Reading comprehension is taught as a discrete skill using the structure of VIPERS – Vocabulary, Inference, Prediction, Explanation, Retrieval and Summarising.

Reading for pleasure

We aim for children to read daily and select a wide range of texts, using Pie Corbett’s Reading Spines. Each class has a class reader – a story or text that is specifically chosen for the adult to read to the class. Daily exposure to quality books is part of our reading ethos.

English sequences

Inspiring texts are selected from the Babcock literacy scheme and Texts that Teach, supported by the principles of Talk for Writing.  Children spend time familiarising themselves with the text before imitating and then inventing their own writing based on a familiar structure. 

Shared reading

Teachers and children collaborate to unpick the text used in the teaching sequence. They look at specific features such as: author intent, what puzzles them, what they know/want to know, what they predict, etc.  They rehearse ‘reading as a writer’ so that they can ‘write as a reader’.

Wider reading

Children experience reading across the curriculum, using reading skills for wider understanding and application between subjects. Wider reading opportunities arise in many guises, such as theme days and collective worship. IT is an integral tool in reading across the curriculum.

Reading Schemes

We use Phonics Bug to support phonics and early reading followed by a range of reading materials which are organised to ‘books bands’. Pupils join AR, accessing a rich, wide variety of real authors, when they become more confident and fluent.

Reading at home

Reading at home is part of weekly home-learning expectations.  Age-related books are selected based on reading ability. Books should be changed as needed and pupils are encouraged to do so independently, as appropriate.

Interventions

When intervention needs are identified through teacher assessment, children will have the appropriate feedback and intervention to make rapid progress and fill gaps.

Impact

Children talk positively about reading, discussing texts and making recommendations. Children will enjoy reading.

Transitions between classes/year groups are smooth and progressive.

By reading and being exposed to texts, children know more. They make links between texts and use their ever-growing vocabulary, grammatical patterns and ideas in their writing.

Reading is taught progressively, and children will cover National Curriculum objectives at an appropriate stage for individuals.

Attainment is measured using National statutory tests. Each year, children are expected to have made good progress and meet ARE. Some will achieve greater depth and those not meeting ARE will receive specific intervention.

Assessment evidence – a guide

EYFSP

Reception Baseline assessment

Early Learning Goals (ELG)

Ongoing Phonic assessments

Observations of reading behaviour including through Tapestry.

Talking to pupils and parents.

Independent and home reading records

Running records to assess fluency and accuracy

KS1

Statutory tests: Phonics screening check

AR assessments - quizzing and STAR Reading, half-termly reading assessment

SIMs – in-house data and progress tracking

Teacher assessment - observations of reading behaviour and discussion

Guided reading records

Home reading records 

1:1 reading records 

Phonics assessments/checks

Years 3-5

AR assessments - quizzing and STAR Reading, half-termly reading assessment

SIMs – in-house data and progress tracking

Teacher assessment - observations of reading behaviour and discussion

Home reading records 

1:1 reading records 

Written and verbal responses to reading activities

Year 6

Statutory test: Year 6 SATs

Year 6 evidence gathering grids for moderation (Babcock)

AR assessments - quizzing and STAR Reading, half-termly reading assessment

SIMs – in-house data and progress tracking

Teacher assessment - observations of reading behaviour and discussion

Home reading records 

1:1 reading records 

Written and verbal responses to reading activities

Reading support / intervention

Children who need it, receive daily phonics interventions addressing any issues from ongoing phonics assessments. Children who need it receive additional reading opportunities with the teacher /TA which may include pre-teaching, ‘mop-up’, gap filling and daily quick-fire activities.  Where children are not ready for guided reading, they read on a 1:1 basis with the teacher.