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:
• 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.
• 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.
• 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.
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