Intent

Our English curriculum is based upon a language rich experience for pupils combining opportunities to speak, listen, read and write for a variety of purposes audiences and forms. When considering the reading curriculum progression, it should be read in conjunction with the writing progression as the development of these skills are not separate but part of a cohesive language rich programme. Our reading curriculum is based upon the selection of high quality, engaging texts, that provide rich models of language. These texts are mapped into our termly and half termly curriculum progression frameworks for each year group. Teachers seek, at all times, opportunities to make links between reading and writing explicit.

We are determined that:
• Every pupil will learn to read, regardless of their background, needs or abilities.

• All pupils, including the weakest readers, make sufficient progress to meet or exceed age related expectations.

• Children are able to develop vocabulary, language comprehension, and a love of reading through stories, poems, rhymes and non-fiction.

• Children are familiar with, and enjoy listening to, a wide range of stories, poems, rhymes and non-fiction.

• The Phonics Programme (Little Wandle) matches or exceeds the expectations of the national curriculum and the Early Learning Goals.

• All staff have clear expectations of pupils’ phonics progress term by term, from EYFS to Year 6 as appropriate. Pupils are provided with phonics support in KS2 according to need.

• The sequence of reading books shows cumulative progression in phonics knowledge that is matched closely to the school’s phonics programme. Children have access to phonetically decodable books through Little Wandle. Accelerated Reader is used in KS2 but Little Wandle books are allocated to match the needs of individual learners.

• Teachers will give pupils sufficient practice in reading and re-reading books that match the grapheme-phoneme correspondences they know, both in school and at home.

• Reading, including the teaching of systematic, synthetic phonics, is taught from the beginning of Reception.

• Ongoing assessment of pupils’ phonics progress is sufficiently frequent and detailed to identify any pupil who is falling behind the programme’s pace. If they do fall behind, targeted support is given immediately.

• All staff have regular training in the teaching of phonics and reading to ensure confidence and competence.

• The Re-think Reading scheme will be used to systematically improve children’s ability to read and respond to texts and will match the reading skills concisely and consistently.

• Children are exposed to a breadth of high-quality texts during the writing teaching sequences which includes text analysis and deconstruction with rich opportunities for collaborative, and independent writing.

• Children are exposed to vocabulary in the wider curriculum to enhance knowledge and secure a rich language culture.

Implementation

• Well-chosen and engaging curriculum texts and for reading for pleasure links.

• Links made across the curriculum using high quality texts and genres (e.g. newspaper reports, non-fiction texts)

• Involvement in World Book Day/National Storytelling Week/World Poetry Day reading activities to share a love of books.

• Sharing books/stories in assemblies.

• Parental engagement and involvement – reading at home 

• Reading champions to develop opportunities for reading for pleasure.

• Reading buddies – Y6+Y1, EYFS+Y5

• Reading Den on the school playground

• Reading resources in classrooms updated frequently to provide children with a wide-range of reading material.

• Sharing of books to encourage a wider exposure to books.

• Daily reading by classroom adults both ‘to’ and ‘with’ the children.

• Accelerated Reader roll-out in KS2 encourages reading and allows children to see their own progress and achievements in reading - linked to assembly with certificates of achievement

Impact

As a result, we are building a community of enthusiastic readers who enjoy showcasing their ever-developing skills. They are confident to take risks in their reading and love to discuss and share their ideas. Reading at home has started to flourish as children love the books that they are reading and enjoy sharing these beyond school. A rich language culture is being developed across the school and children have begun to talk confidently about Reading. 

Reading for Pleasure

Reading for pleasure opens up new worlds for our children. It gives them the opportunity to use their imagination to explore new ideas, visit new places and meet new characters. 

Reading for pleasure also improves children's well-being and empathy. It helps them to understand their own identity, and gives them an insight into the world and the views of others. 

In the Classroom

Within each classroom you will find a range of high quality texts, a range of genes and authors. 

Teachers regularly read each day to the class, modelling a LOVE of books. Children have the opportunity to share 'real' books of their choice with their friends and family. 

We have created a list of books for each year group that will be read aloud to them by their teacher. These books have been carefully chosen. Please click below to see the books chosen for your child's Year group:

At Home

Not only do we want our children to learn how to read, we want our children to ENJOY reading.

Creating a love of reading in children is potentially one of the most powerful ways of improving academic standards. There can be few better ways to improve pupil's chances in school, or beyond in the wider world, than to enable them to become truly independent readers.

Reading together is a great opportunity to spend time as a family. Make it fun and exciting; use different voices and read with expression and intonation, make predictions about what will happen next, discuss favourite characters, compare to other stories you have read, find a favourite author, recommend books to family friends, find unusual places to share a book; we would love to see photos of the places you find!

Please help us to share the joy of reading with your child. Listen to them read regularly, read to them daily and enjoy the wonderful world of stories as a family.

Supporting your child with Reading

Although your child will be taught to read at school, you can have a huge impact on their reading journey by continuing their practice at home.

EYFS and Key Stage 1

There are two types of reading book that your child will bring home in Reception, Year 1 & Year 2: Reading practice book (Phonic text) and a Sharing book

Reading practice book

This book has been carefully matched to your child’s current reading level. If your child is reading it with little help, please don’t worry that it’s too easy – your child needs to develop fluency and confidence in reading. Listen to them read the book. Remember to give them lots of praise – celebrate their success! If they can’t read a word, ask them to decode (sound it out) and blend it. After they have finished, talk about the book together.

Sharing book

In order to encourage your child to become a passionate lifelong reader, it is important that they learn to read for pleasure. The sharing book is a book they have chosen for you to enjoy together. Please remember that you shouldn’t expect your child to read this alone. Read it to or with them. Discuss the pictures, enjoy the story, predict what might happen next, use different voices for the characters, explore the facts in a non-fiction book. In addition, after reading the book you can pick out some words and help them to expand their vocabulary by discussing alternatives for these words. The main thing is though that you have fun! 

Key Stage 2

We recommend that children read at least 4 times a week at home.

Year 3 & 4: 25+ minutes a day

Year 5 & 6: 30+ minutes a day

Once children can read fluently and discuss the story, they need to build up their reading stamina and read for a sustained amount of time.

Within the classroom in KS2 children develop their comprehension skills through the use of Reciprocal reading. This is a strategy that is used with students in a group discussion when reading and teaches four strategies (predicting, clarifying, questioning and summarising) that can be used at home and at school to help improve understanding.

Below is a useful Guide for parents: