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REading

Overall Intent

Research indicates that reading is the cornerstone of pupils’ access into the wider curriculum and the wider world. Pupils who read widely, acquire extensive vocabulary through the texts they read, that allows them to attain highly and aspire to more complex and fulfilling careers in later life. At Darrington School we believe that for pupils to read widely and often they need to have a love of reading. When pupils find pleasure in reading, they will read more. Thus, we believe that it is our role to expose pupils to a wide variety of texts in order to inspire this love of reading whilst supporting them to develop the reading skills they need to access texts independently.

 

Phonics

In EYFS and KS1, phonics is taught following the Read Write Inc phonics programme. In nursery, the DfES Letters and Sounds programme is also used to help promote speaking and listening skills, phonological awareness and oral blending. To find out more about Read Write Inc (RWI) please follow the link: https://www.ruthmiskin.com/en/

 

Early Years and Key Stage 1

Intent

Our aim in the Early Years and Key Stage One is to develop the phonic decoding skills of emergent readers so they become confident and independent in reading text and can begin to comprehend it with increasing depth. The aim is also for children to use these developing skills to access and understand a wide range of texts that support their learning across the curriculum. By the end of Key Stage One, children are well equipped with the phonics and comprehension skills necessary to engage with and enjoy an increasingly challenging range of books. During Early Years and Key Stage One, we immerse children in stories and language in order to promote reading for pleasure.

Implementation

Our provision has a number of strands:

  • A curriculum rich in texts and genres
  • Time for story and reading aloud to children
  • Whole class shared reading to model and apply reading skills
  • Guided reading to develop fluency and comprehension in a targeted way
  • Individual reading to ensure pupils practise their skills and books are matched at the right level
  • Home school reading to promote the profile of reading as a skill

Books are organised into ‘Book Bands’ to track progress in reading. Children take part in guided reading sessions which are carefully planned to ensure progress using the book band that is 90% readable for them, ensuring they are being challenged. Guided reading sessions are where a small group of children working at a similar level work with the teacher and receive specific teaching input to improve their reading skills. Assessment is ongoing and a high value is placed on quality verbal feedback. The skills for decoding and comprehension are regularly shared with the children verbally and visually throughout lessons. Books match closely their phonic development.

Children read from the book band texts through their individual and home school reading. These books are normally one band below that taught through guided reading and are 95% readable. These books are used to practise reading and develop confidence and are closely matched to their phonic understanding. 

Reading is implemented in Key Stage One around a two year rolling programme of class texts and supported by other supplementary texts which link with it. This programme ensures that all children access a wide range of fiction, non-fiction and poetry texts.

In order that families understand how we teach reading, there is a reading meeting in the first few weeks in September for parents of nursery and Reception children. Parents / carers of children in EYFS and Key Stage One also have the opportunity to observe taught sessions involving their own child to better understand what they are learning in school.

Impact

Reading is formatively assessed on a regular basis in guided sessions alongside summative assessments each term to ensure children’s decoding and comprehension skills are on track. Summative assessments are completed at the end of each term to identify improvements or skills that still need to be embedded.  Reading is monitored using a variety of strategies such as reading record scrutiny, lesson observations and pupil interviews. At least one strategy of monitoring is completed each term.

 

Key Stage Two

Intent

Reading is an essential skill for life and as such it is taught regularly in English. The aim of reading in Key Stage Two is to develop confident readers who are able to tackle more complex texts and ensure that they understand what they have read. Key Stage Two teachers continue to develop comprehension skills using more complex vocabulary and encourage children to clarify unknown words in order to develop a strong and rich lexicon.

As well as being taught discretely in English, reading is a fundamental vehicle for learning across the curriculum.

Implementation

Reading is implemented in Key Stage Two around a two year rolling programme of class texts. This book-led curriculum supported by other supplementary texts which may link with it. This programme ensures that all children access a wide range of fiction, non-fiction and poetry texts. 

Our provision includes providing a wide range of access to age appropriate texts in many differing styles (a range of quality class novels which reflects a range of social, moral, spiritual and cultural issues for pupils to consider). We also develop study skills though non- fiction texts linked to our cross-curricular topics.

Children are inspired to develop a love of reading and understanding of a variety of texts including poetry. Children are encouraged to read for pleasure at home and in school and have access to a wide range of texts in classrooms and in the school library.

Impact

Leaders ensure that the National Curriculum objectives are taught effectively so that children can demonstrate a deeper understanding of the author’s messages and are confident to discuss their ideas with others and respond in written form to demonstrate their understanding. Reading is monitored using a variety of strategies such as reading record scrutiny, lesson observations and pupil interviews. At least one strategy of monitoring is completed each term. By the end of Key Stage Two, children will have developed pace, fluency and comprehension skills and will be aware of and have accessed a wide range of books. Leaders work collaboratively with staff to ensure that provision meets the needs of all readers.