Reading

At Hunningley Primary School we value reading as a key life skill, and are dedicated to enabling our pupils to become lifelong readers. We believe reading is key for academic success so, to ensure we have a holistic approach to the teaching of reading, we implement the following: 

• Children take part in daily shared or modelled reading lessons, where children are exposed to a range of different texts and are able to develop not only their decoding skills but their comprehension skills, including retrieval and inference. 

• We are very lucky to have a wide range of reading books in our school. All children from Nursery to Year 6 choose a reading book to take home and this reading book is changed weekly.    

• Each classroom will have a selection of books in their class library which are directly linked to the class topic. This offers opportunities for the children to apply their reading skills across the curriculum.  

• Class teachers read to the children each day. This could be a book that the teacher recommends to the class or a recommendation from a child.    

• Each classroom has a reading area that is filled with books suitable for their reading age. This is a comfortable place for children to read throughout the day.  

• Children who are not yet ‘free readers’, will work through our school reading scheme – these are levelled books which match the children’s current reading age. We expect families at home to read these books with their children daily and make comments in their reading records.  

By the time children leave Hunningley, they are competent readers who can recommend books to their peers. They have a thirst for reading a range of genres including poetry, and participate in discussions about books, including evaluating an author’s use of language and the impact this can have on the reader.   

At Hunningley, we use a synthetic phonics program called ‘Letters and Sounds’. Letters and Sounds is a method of learning letter sounds and blending them together to read and write words. As part of this, children have daily phonics sessions in small groups where they participate in speaking, listening and spelling activities that are matched to their developing needs. The teachers draw upon observations and continuous assessment to ensure children are stretched and challenged and to identify children who may need additional support. Children work through the different phases, learning and developing their phonics sounds and knowledge.   

Implementation 

Teachers plan a clear sequence of lessons which allow all children to develop their reading skills, through phonics, shared and modelled reading. This planning process includes:  

Shared Reading 

• A cycle of shared reading lessons, using a wide range of different texts, appropriate to the group's reading ability. 

• Question stems which are used to inform questions about the class text, which differ depending on the day of the cycle – prediction, retrieval, vocabulary, inference.  

Modelled Reading 

• A cycle of modelled reading lessons, using a wide range of different texts, appropriate to the group's reading ability. 

• Clear models and scaffolds to demonstrate the reading strategies needed become fluent, independent readers. 

Phonics 

• Lessons which follow the 'Letters and Sounds' 4-part plan – review, teach, practise, apply. 

• A review which allows children to embed their knowledge of the sounds they have already learnt. 

• Clear teaching and modelling of the new learning for the lesson, allowing children and teacher to work together.  

• A variety of activities which allow children to practise and apply their learning from the lesson.  

Teachers assess children regularly against the National Curriculum objectives for Reading (in Years 1-6) and against the Reading Early Learning Goal (in EYFS). These regular assessments inform planning and allow teachers to identify any gaps in learning. Children also complete the PIRA test each term which allows teachers to assess the children’s current reading ability and identify any question types where skills need to be further developed.  

Teachers also complete regular phonics assessments and plot children onto a tracking grid, which ensures children are grouped appropriately in phonics. Those children who are identified as needing extra support are also assessed using Rapid Phonics. This is an intervention which can be tailored to meet the needs of the children and meet specific next steps in order to ensure rapid progress in reading.  

Impact

By teaching systematic phonics, we aim for children to become fluent readers by the end of Key Stage One. This way, children can focus on developing their fluency and comprehension as they move through the school. Attainment in reading is measured using the statutory assessments at the end of Key Stage One and Two. These results are measured against the reading attainment of children nationally. Attainment in phonics is measured by the Phonics Screening Test at the end of Year 1. However, we firmly believe that reading is the key to all learning so the impact of our reading curriculum goes beyond the results of the statutory assessments. We give all children the opportunity to enter the magical worlds that books open up to them. We promote reading for pleasure as part of our reading curriculum. Children are encouraged to develop their own love of genres and authors, and to review their books objectively. This enhances a deep love of literature across a range of genres, cultures and styles.  

Please click here for our Reading curriculum

The school is part of United Learning. United Learning comprises: UCST (Registered in England No: 2780748. Charity No. 1016538) and ULT (Registered in England No. 4439859. An Exempt Charity). Companies limited by guarantee. VAT number 834 8515 12.
Registered address: United Learning, Worldwide House, Thorpe Wood, Peterborough, PE3 6SB. Tel: 01832 864 444

Financial Accountability and Freedom of Information
Website Terms, Cookies and Privacy
Policies

United Learning