Reading

Aim: That all children read fluently and can communicate well, using spoken and written English.

We have designed a vocabulary rich curriculum that connects learning by building an understanding of ideas, concepts, chronology and themes through the framework of ‘here, there and then, now, next’. These thinking threads link learning meaningfully to create opportunities to learn from the past and present as well as equipping children for an ever-changing and exciting future.

As a reader, we engage with texts that transport us from the here and now, broadening our understanding of the world there and then, and empowering us with skills to thrive next in our academic journey.

We think reading lies at the heart of learning. We prioritise the learning of reading from the day the children arrive at school to the day they leave. Significant time and expertise is put into children learning to decode and comprehend: through daily lessons, individual work, systematic approach to phonics, guided groups and whole class shared texts.

The school aims at all times to develop a love of reading – from enthusiastic sharing of books, to daily reading, to the school and class libraries, the school displays, encouragement to read at home regularly and share with parents, to book purchase schemes, visits from authors, to World Book Day.

Each class has their own library matched to the reading ability (using Accelerated Reader assessments) in the class and there is a central library for children to use, containing fiction and non-fiction.

Our curriculum has a strong basis of using books to learn from. The Reading Spine shows the range and progression in books as reading for pleasure and books studied with the children, for comprehension. We study a wide variety of books, old and new, authors, themes and give regard to protected characteristics. Some books are linked to the science, history or geography curriculum we are studying. Our writing programme, also uses books as a basis for learning.

Early Reading

Pre-school start working with early phonics through sounds and play, reading and rereading a range of books.

The Read Write Inc (RWI) phonics programme provides a sound foundation for children’s learning in literacy. RWI is a method of learning letter sounds and phonics which is used to help 3 children develop their reading and writing skills. Books are perfectly matched to the sounds being taught.

Learning to read is one of the most important things a child will learn at our school: everything else depends on it. We want each child to love reading – and to want to read for themselves. This is why we put our efforts into making sure they develop a love of books as well as simply learning to read.

Using RWI, the children learn to read effortlessly so that they can put all their energy into comprehending what they read. It also allows them to spell effortlessly so that they can focus on composing what they write.

When using RWI to read the children will:

  • learn that sounds are represented by written letters
  • learn 44 sounds and the corresponding letter/letter groups using simple picture prompts
  • learn how to blend sounds
  • learn to read words using Fred Talk
  • read lively stories featuring words they have learned to sound out
  • show that they comprehend the stories by answering questions.

When using RWI to write the children will:

  • learn to write the letters/letter groups which represent 44 sounds
  • learn to write words by saying the sounds in Fred Talk
  • write simple sentences.

The program is followed until every child can read fluently, confidently and with understanding. As well as whole group teaching, top up sessions take place to accelerate and consolidate phonics understanding.

The RWI scheme has a clear assessment and progression system.

Phonics and early reading start in the first week of the autumn term of reception. Six weekly assessment of phonic knowledge and fluency place the pupils in one of 5 phonics groups and the children move up through the groups as their knowledge and fluency develop. Children who are not progressing at the expected rate have additional 1-1 or small group sessions to catch them up.

All staff teaching the phonics programme have regular training opportunities, are coached and develop their expertise.

Books are read to the children daily in Robins Class for enjoyment, development of comprehension and vocabulary. Songs and rhymes are used regularly to enhance vocabulary and comprehension and pupils revisit books regularly to develop fluency and comprehension. Kingfishers read and enjoy their class text on a daily basis.

Reading Beyond RWI

Once pupils complete the Read Write Inc. phonics programme (typically during Year 2), they move into whole-class reading lessons.

At this stage, the focus shifts from learning to decode words towards becoming fluent readers who can read with accuracy, automaticity and expression. Developing fluency allows pupils to focus their attention on understanding and thinking about what they read.

In the early stages after phonics, fluency is prioritised so that pupils become confident and automatic readers. As pupils become more fluent, the emphasis gradually shifts towards deeper discussion of texts and written responses.

Reading lessons include:

  • explicit fluency practice

  • extended reading of high-quality texts

  • discussion about vocabulary, meaning and ideas

Teachers regularly model fluent reading so that pupils hear how a text should sound. Pupils then practise through approaches such as echo reading, choral reading, paired reading and repeated reading. Many routines build on strategies pupils are already familiar with from phonics lessons, helping them to practise reading in a supportive and structured way.

Pupils also choose books from the class library to take home and are encouraged to read regularly. Parents are encouraged to read with their children and share a wide range of books to build vocabulary, knowledge and a love of reading.

Teachers use ongoing assessment in reading lessons, alongside more formal assessments, to ensure every pupil continues to develop fluency, comprehension and enjoyment of reading.