Reading

Intent

 We value Reading as an essential life-skill and we are dedicated to making our children life-long readers. Our Reading curriculum is built upon the objectives within the National Curriculum.

We strongly believe that all academic success is greatly enhanced if children have a strong reading base. We create numerous opportunities for children to read in all areas of the curriculum so as to increase their knowledge, awareness and love of the world around them. We aspire to create an atmosphere around school where reading is an ever-present part of our children's lives.

We intend for all children to leave Saviour Primary School as competent and enthusiastic readers, who appreciate the joys and benefits that reading brings. We want to instill a thirst for reading in our children, where they are able to recommend books to their peers, speak confidently about their likes and dislikes in literature and independently read for their own personal enjoyment.

 

Implementation

To fulfill the intent of our reading curriculum, we use a range of approaches throughout the school day to achieve this.

  • Children take part in a 30-minute daily Guided Reading session, focusing on developing their Oracy, Fluency and Comprehension skills.
    • In Early Years Foundation Stage and Key Stage 1, we structure our lessons in a carousel where children will switch between working in a small group with an adult and working independently.
    • In Key Stage 2, the children learn together in a whole class setting, exploring extracts in depth by going through a process which includes a range of activities: understanding the context of the text, developing vocabulary, reading aloud and partaking in Comprehension activities.
  • Children are also supplied with books to read independently which they are able to take home. These books will be monitored by the school's staff, to ensure that children can read them fluently.
    • If children are learning Phonics, they will receive two phonetically decodable books per week. The main two schemes we use are Bug Club Phonics and Project X Phonics, which are supported by books from the Rocket Phonics and Big Cat Phonics schemes.
    • Once children have progressed beyond the Orange book band, they will have access to books from a range of publishers which are sorted into clear, well-stocked book bands. We have a wide variety of books all the way up to the Burgundy book bands for our older children.
    • In addition to these books, each class has a class library; children are allowed to take home books from the class library to further explore their own personal interests.
  • Teachers use question stem cards to produce open-ended, targeted and challenging questions to give our children a greater understanding of the texts they read. Teachers plan sessions that will teach children techniques to support them in the different content domains of reading.
  • At the start of each writing unit that the children take part in, they will have a Reading Week. In the Reading Week, the children engage with an age-appropriate text that will be used as a springboard for their learning over the ensuing half-term.
  • Teachers read a class novel/text to their class every day, developing a culture of Reading for Pleasure amongst the pupils, as well as introducing and highlighting vocabulary that would challenge their respective children. These books often come out of the 'Reading Spine' boxes that each year group has - we consider these books to be essential when developing children's awareness of age-appropriate literature.
  • Children are heard reading individually at least once a week if they have not developed fluency (Lime book band). Every child will be read with at least once every other week if they are reading books higher than the Lime book band. 

 

Impact

The primary aim of our curriculum is to develop children's ability to read fluently whilst comprehending and enjoying the texts that they are engaging with. Therefore, our main measure of impact is to listen to a child read to assess whether they are able to do this. If we see that our children are immersing themselves fully in the wonderful and magical world of books, we class that as success. If the children are reading for their own pleasure, we believe that this will result in higher levels of progress when giving written responses to texts.

Reading attainment is also measured using the statutory assessments that take place at the end of Key Stage 1 and Key Stage 2. These results will be measured against children nationally and we will use our analysis to help us improve our curriculum in future years to support our children in making the best progress possible. To support our assessment of these tests, children in Key Stage 1 and Key Stage 2 will take a PIRA reading test every term to support us in tracking progress. We will combine these assessments with our own formative assessments that we make when reading with children in individual, group and whole class settings to make accurate assessments regarding what the children are more and less confident in. This will then lead into our future planning and activities.