Reading
Reading
READING CURRICULUM STATEMENT
INTENT
At Holmleigh Primary School we believe that Reading is at the heart of all children’s learning therefore developing, a life-long love of reading is a key priority in our school. All our children read daily through guided, shared and independent reading throughout the school and at home.
IMPLEMENTATION
Every child has a home/school reading diary, for pupils and adults at home to record their child’s reading and these are checked at least once a week.
In Foundation and Key Stage 1 children take part in the Bug Club Phonics Programme, which teaches early readers the key phonic skills they need to progress. This is taught daily (9.30-10:00am) across the Foundation Stage and KS1 and children are in differentiated phonic groups so that they are working at the correct phase. They are assessed regularly. Children are allocated eBooks (decodable readers with fiction and non-fiction titles from Letters and Sounds) so that all children can apply the knowledge and skills from their phonics lesson at home (please see our Phonics Policy). Our pupils also take home ‘real’ books, which they change regularly. From Reception class onwards, our pupils have a daily Supported Reading Session or Guided Reading Session depending on their age and ability. Daily story times develop a love for books and storytelling.
In Key Stage 2 Accelerated Reader is a programme that helps to inspire and motivate our pupils to read. Pupils are regularly tested (at least four times a year). This allows teachers to closely monitor progress, identify children who need support and evaluate the effectiveness of interventions. The assessment provides a book level for the pupils so that they can select an appropriate book at school and home.
IMPACT
For the last three years (2017-2018, 2018-2019, 2019-2020), Holmleigh has been awarded Master School status due to the high level of reading at our school and we have been short listed for the Renaissance ‘Excellence Award’. For the past two years, two of our KS2 classes have been awarded Master Class status and for the last five years, at least one of our classes has received this honour.
Reading is assessed at least three times a year using Star Reader Tests (Accelerated Reader) or the PM Benchmark Reading Assessment Resources, depending on age or ability. From Year 2 onwards pupils will also be assessed using Reading Comprehension Tests (Previous SATS papers/Test Base assessment papers).
At the end of each term, assessments of reading are recorded onto O’ Track and this data is reviewed throughout the year to inform interventions and to also ensure that provision remains well-informed to enable optimum progress and achievement. End of year data is used to measure the extent to which attainment gaps for individuals and identified groups of learners are being closed. This data is used to inform discussions during our termly Pupil Progress Meetings and whole school and subject development priorities for the next school year.
In the summer term, Year 1 will sit The Phonics Screening Check. Those pupils in Year 2, who did not pass the test in year 1 or who were not eligible, will also take the test.
EYFS
In EYFS reading consists of two dimension: language comprehension and reading words. Language comprehension starts from birth. Practitioners spend a lot of time and emphasis on talking to children about the world around them and the books that they experience, enjoying rhymes, poems and songs. Early reading involves both the speedy working out of the pronunciation of unfamiliar printed words and speedy recognition of familiar printed words.
We implement this by a variety of different activities and learning opportunities such as one-to-one sessions, supported group reading and parent involvement in class.