IMPLEMENTATION - APPROACHES TO READING
Phonics and guided reading are planned for discretely. Planning for reading across the curriculum is taken from the Curriculum Maps from the 2014 National Curriculum for each class and related to high quality texts. Teachers are highly skilled in planning for progression to meet the needs of the children within their class.
We place a focus on the early acquisition of phonics in Reception and Year One to enable children to use this strategy to access print. We have adopted a structured approach to the teaching of phonics with an emphasis on review, learn and apply and have devoted phonics teaching sessions daily with designated staff. This enables phonics to be taught to small groups and ensures progress is carefully monitored and adjustments to teaching are made to meet the needs of each group. Groups are rearranged according to need and half termly meetings monitor the progress of all children towards the expected benchmarks in Year One.
Phonics teaching begins in the Reception class with the use of the 'Read, Write Inc' phonics scheme which is continued into Year One. The reading books at this stage are "Read,Write Inc Book Bag Books" and are closely linked to the pupils phonic knowledge taught in their Read Write Inc groups.
A range of book banded reading scheme books and “real” books and text extracts covering a broad range of genres are used for guided reading to teach, extend and challenge our readers. Weekly guided reading sessions are carried out from Year One to Year Six to promote reading skills, fluency, comprehension, enjoyment, the acquisition of new vocabulary and to extend the children’s experience, developing their Cultural Capital.
We identified a need for our children to read with greater fluency at Key Stage Two and to address this we purchased “Reading Plus“. Awards are presented in merit assembly for children who have met their targets in this programme.
High Quality Texts
Inspirational high quality texts are used throughout the curriculum to develop our children’s vocabulary, comprehension, experience and knowledge. They are planned for in writing and reading and in the foundation subjects as appropriate. These fiction and non-fiction texts can be seen in our Knowledge Organisers.
We strive to generate a sense of fun, excitement and pleasure in reading to encourage our children to become lifelong readers. Each class has a dedicated, stimulating reading area with books updated regularly with the proceeds from Book Bus visits and Book Fairs. These are presented to classes during a dedicated assembly in which extracts are read and anticipation generated.
Many exciting and rewarding activities are arranged in school to promote the pleasure and knowledge that can be gained from books. Annual Book Weeks include visits by published authors, shared reading with older and younger pupils, making books, using drama, dance and music to illustrate texts.
Children learn poems to perform to present to the school in class and weekly assemblies and to enjoy in class linked to the topics they are learning.
Year One and Year Five participate in BASH in conjunction with the Schools Library Service to review new fiction and to meet the authors. Each summer we promote and celebrate the Summer Reading Challenge to encourage reading over the summer holidays.
Reading at Home
Children in the Nursery are encouraged to borrow books whilst Reception and KS1 children take home a book banded book from a reading scheme. In addition to this children have the opportunity to choose a book from the class and school library. Each child has a reading folder and a home school reading record that teachers and parents can use to share information about a child’s reading. Parents are encouraged to read with their child daily. Information is given on how to support their child in reading at reading workshops in Nursery, Reception and Year One with advice leaflets and homework.
In Key Stage 2 children choose books to take home and read from the class and school library once they have completed the book bands. We believe that this not only helps to develop inferential skills, but also supports a lifelong love of reading. Throughout the Key Stage children become more independent in recording what they have read in their reading journals.
We recognise the value of adults (both in school and at home) reading aloud to children, in order to improve their grasp of story language, enthuse them with a love of books and inspire them as writers.