Reading is not simply the decoding of words on the page but involves the ability to read, with understanding, a wide range of different types of text including fiction, non-fiction, real world texts such as labels, captions and lists, and print in the environment. Competence in reading is the key to independent learning therefore, the teaching of reading is given a high priority by all staff across the school.
Approaches to Reading
Teachers model reading strategies during shared reading sessions, whilst children have the opportunity to develop their own reading strategies and to discuss texts in detail during guided reading time. From Foundation Stage up to Year 6, children have the opportunity to read 1:1 with an adult regularly; with there being a particular focus on questioning to promote an in-depth understanding of the text. Questions progress from literal to inferential as the children’s reading ability improves.
A ‘book banded’ reading scheme is used to support the teaching of reading across the foundation stage and key stage one.
In key stage two, the children take part in daily, 30 minute ‘Love to Read’ sessions. These sessions provide the children with opportunities to:
practice their reading fluency,
listen to the teacher reading aloud and modelling intonation and expression,
discuss characters and events,
make predictions about what might happen next,
analyse and evaluate characters and events,
answer inferential questions independently or as part of a small group,
plan for extended writing opportunities.
Many exciting and rewarding activities are arranged in school to promote the pleasure and knowledge that can be gained from books, e.g. ‘World Book Day’- where children are immersed in storytelling, author quizzes, book discussions and the opportunity to dress up as a book character and share their favourite books. Other opportunities include: Readathon and individual class reading challenges to promote the love of reading.
In KS1, children take home a banded book, which is appropriate to their level of ability. Children choose their books from a wide selection of schemes and real books. In Key Stage 2, children take home a book, which is appropriate to their level of ability. Children are expected to progress to a ‘free reader’ status so they are able to read any book from their classroom or school library. Some exceptions may be made for unmotivated, uninspired readers. In this case, teacher judgement applies and within reason, the child may choose another book they wish to read. Those children still learning to read use ‘dandelion’ books. This helps lower attaining and SEN children with their decoding skills to encourage recognition of a vast bank of vocabulary.
Each child has a book bag 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 on the school website, curriculum letters, parent information evenings and parents’ evenings. As children progress through the school, they become more independent in recording what they have read in their reading records.
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.
All children are regularly assessed to monitor progression. Assessment papers are given to the children every term (refer to Assessment Policy for further detail). Data is entered every half term into our cornerstones assessment system and tracked by the English Coordinators and SLT.
Children highlighted through key stage ‘pupil outcome’ meetings and Progress Actions as not making expected progress receive targeted intervention.