Reading 2020 - 2021
“The more that you read, the more things you will know. The more that you learn, the more places you will go.” – Dr Seuss
At Boundary Primary School we aim to develop reading skills with our pupils in order to improve their life chances, provide them with life skills and to promote reading for pleasure and enjoyment. We believe that reading can open doors for our pupils and can help them to gain experiences, improve language and vocabulary skills and stimulate their imaginations. We aim to create confident readers who have good independent learning skills and develop a range of interests through reading. Reading for pleasure contributes to educational success, our journey to success focuses on developing a life-long love of reading and equipping our pupils for the next stage on their journey.
The aims of teaching reading in our school are to develop pupils who:
- show high levels of achievement and exhibit very positive attitudes towards reading;
- rapidly acquire a secure knowledge of letters and sounds and make sustained progress in learning to read fluently;
- read easily and fluently with good understanding across both fiction and non-fiction;
- acquire a wider vocabulary;
- participate in the teaching of phonics knowledge, skills and understanding in a systematic and enjoyable way;
- develop their reading in all subjects to support their acquisition of knowledge;
- develop a love of reading;
- read for pleasure both at home and school on a regular basis;
- through their reading develop culturally, emotionally, intellectually, socially and spiritually;
- develop good comprehension drawing from their linguistic knowledge.
- Our school follows the Letters and Sounds phonics programme from Nursery to Year 2.
- All children have a baseline assessment in phonics and are then grouped accordingly. Children move to different classrooms and learning areas for phonics and all staff, including TA’s, are responsible for a group.
- Regular assessments are carried out by staff and the groups are changed accordingly.
- When children first become readers they have access to our colour book banded system which starts with Lilac books (age 4) and goes right the way through to Black books (age 11+).
- Children from Year 1 – Year 6 receive a daily Guided Reading session.
- Guided Reading sessions are planned around a weekly carousel of activities depending on the age of the children.
- The carousel will include independent reading, comprehension tasks with the TA, dictionary work, a session working with the teacher and a post task based on reading done with the teacher.
- Some Guided Reading sessions are delivered to the whole class so that comprehension skills can be taught and developed.
- Reading opportunities are provided across the curriculum to further expand the children’s understanding of other subjects and to broaden their vocabulary.
- ALL pupils take reading books home frequently and read regularly at home, bringing their signed reading record into school at least 3 times a week.
- Teachers read out loud regularly to their class a book either from the year group author or theme.
- We encourage and promote enjoyment in reading throughout the year with key events. These include: World Book Day, library visits, visitors to assemblies, author/poet visits, Book Fairs and clubs.
- Reading in our school is progressive and planned to meet the needs of all children.
- Assessments are carried out regularly to ensure children are accessing books of the right level and are being challenged in their reading. At the same time we provide books to ensure that children read for pleasure and learn to love reading.
- If children are keeping up with the curriculum, they are deemed to be making expected or more than expected progress.
- In addition, we measure the impact of our curriculum through the following methods:
- Phonics assessment;
- Phonics screening results (2018-2019 85%)
- Book band colour – assessed using Benchmarking;
- Reading ages given in three times a year and tracked for progress
- Summative assessments each term;
- End of Key stage SATs results
- 2018 – 2019 Year 2 78.4% (GDS 21.6%)
- 2018 – 2019 Year 6 82% (GDS 37%)
- The teaching of phonics in our school is systematic and all staff are regularly updated with any changes.
- Pupils enjoy reading regularly, for information and for enjoyment/pleasure.
- Pupils discuss books with excitement and interest.
- Pupils are being adventurous with vocabulary choices.
The teaching of phonics is crucial to children’s early reading development. As a school we follow Letters and Sounds as a scheme of work. The Letters and Sounds programme focuses on securing word recognition skills, which are essential for children to decode and encode word accurately.
At Boundary we follow the programme from phase one to phase five. Phase one focuses on promoting speaking and listening, phonological awareness and oral segmenting and blending. Phase two to phase five focus on high quality phonic work to help children develop fluent word reading and spelling skills.
Phonics sessions are taught in a highly structured programme of daily lessons from Nursery to Year One. It is taught in differentiated groups according to the children’s phonological awareness and development. These sessions follow the teaching sequences of ‘ revisit, teach, plan, apply’ where teachers use a variety of interactive teaching methods to support the children’s learning. These include use of the interactive whiteboard, songs, letter rhymes, flash cards, small groups activities, games and whiteboard work.
The children’s progress of phonics knowledge, reading and spelling of words is formally assessed every half term, as well as ia baseline at the beginning of each academic year. Daily assessments during phonics sessions enable our phonics groups to be fluid. These assessments ensure that teachers have a clear understanding of any gaps in knowledge, which can then be addressed within other teaching sessions.
To support the children in the application of phonic knowledge children are provided with home reading books that focus on the sounds they have been working on in school. This provides the children with an opportunity to apply the skills they have learnt at school and be successful in reading at home.
Guided reading is used throughout the school as a key teaching strategy. Teachers and Teaching Assistants will work with each guided reading group throughout the week. Within these sessions, there are lots of opportunities for discussions about the text and key skills are taught such as predicting and summarising.
A variety of reading scheme materials are used for both guided reading and independent sessions (Oxford Reading Tree, Project X, Collins Big Cat etc). As the children progress in their reading, the guided reading sessions are supplemented by a broader range of non-fiction reading materials and with carefully chosen high quality novels/extracts. These more challenging texts help our children to experience a range of genres and writing styles. They provide different sentence structures, vocabulary, layouts and contexts and help our children to experience a wealth of texts and begin to form opinions and preferences in literature.
Texts are chosen from the school’s various reading schemes and are at the instructional level for each child. The school actively promotes the support of parents in this process by hearing their child at least three times a week and recording this in the home-school record.
With our brand new home reading books we hope that all children will grow to develop a true love of reading!
In these sessions, teachers demonstrate how to read a wide variety of different texts and show that reading is a pleasurable and informative experience. Shared reading gives access to challenging texts for all pupils and provides a secure environment for learning to read.
Independent Reading tasks
Teachers set reading tasks for pupils that require them to read without teacher support. Some of these tasks might require a written response. These comprehension activities check for understanding of texts and prepare children for future reading tests.
Whole Class Text
Each class will also have a book that they are studying, chosen from the year group texts. The teacher will model reading this aloud to the class while allowing time for questioning and discussions. These carefully selected books ensure that all our children are exposed to a wide range of quality literature and that they develop an awareness of famous authors and different writing styles.
In order to expose the children at Boundary to a wide range of authors and challenging vocabulary, each year group studies a specific author and books set around a particular theme. The books chosen are all age-related and provide children with the opportunity to make links between books by the same author and similarities between the themed books.
Celebrating Reading at Boundary
At Boundary we value reading and aim for all our children to become enthusiastic, lifelong readers. As well as the daily teaching of reading we have many other reading activities that run throughout the year:
How can you help at home?
All our children from Reception through to Year 6 will be provided with a home reading book. This will be chosen from our reading scheme. The children progress through the levels, developing fluency and confidence and then move on to free choice reading books (usually Years 5 & 6.) We would expect most children to be changing their book at least once a week but reading books can of course be changed more regularly for our avid readers.
- Try to read each day
- Choose a quiet time and a quiet place
- Please communicate with school and record any comments or concerns in your child’s reading log.
- Try to make it fun by playing games or setting mini challenges
- Talk lots about the book and check that your child understands the meaning of any new words.
- Re-read familiar books for fluency, confidence and pleasure
What to do if your child is struggling with their reading:
- Sound out the word using phonics knowledge (parent workshops are provided to help with this in Foundation stage and Key Stage 1)
- Help reinforce tricky words which cannot be sounded out and just need to be read on sight Eg what, said, me
- Read around the word or read on to the end of the sentence and then return to the word. Can you make sense of it now?
- Look for picture clues to help you make a sensible guess.
- Please arrange to meet with your child’s teacher to discuss your concerns.