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Reading

Intent

It is our intention to ensure that by the end of their primary education, children read fluently, with good understanding and we aim to develop a lifelong love for books and reading. Our aim is to ensure not only that children can read but that they do read. We know that if children are enthusiastic, independent readers by the time they leave primary school, and this is sustained into their teenage years, then this has a strongly positive impact on their life chances and educational success.

We, therefore, encourage all pupils to read a wide range of genres and quality texts which are often closely linked to/with our whole school topic approach to learning. Reading is given a high priority in our curriculum as the ability to read and understand opens up learning for children and supports all areas of school life. Reading in Key Stage 2 develops and extends the skills acquired in Key Stage 1. Children explore a wide variety of texts which are carefully matched to engage all children in all areas of their learning. Our key aim is to promote reading for pleasure and for children to develop the ability to make links to the wider curriculum and the world through reading.

Implement

Provision for Reading

Children are encouraged to read with confidence, fluency and understanding. They should understand the sound and spelling system and use this to read accurately. Children are engaged in reading and understanding a wide range of texts for enjoyment and information. They are taught to evaluate and justify their preferences and to develop their powers of imagination, inventiveness and critical awareness. This is achieved through a combination of approaches:

Word reading: Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to all the children when they start school.

Comprehension (both listening and reading: Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge.

Reading is taught using the Read Write phonics programme and Letters and Sounds

- phonics taught each day in the Reception class, Key Stage 1, and selectively in Key Stage 2

- a balance of shared and independent reading

- home reading

- additional support for those who make slower progress; includes the use of TAMTR, Lexia, Project X, Toe by Toe and Rapid Reading in KS2

- Key Stage 2 shared class reading of whole novels chosen to capture pupils’ interest

- reading of different kinds of text, including digital texts

- Additional reading events include; World Book Day, visits to the library and events, meeting with local authors, book club, sessions to encourage parental involvement and engagement in local projects such as KEAP reading and writing projects

Reading as a skill is developed across the curriculum. Where possible, shared reading sessions use texts linked to current work in other curriculum areas.

Children are actively encouraged to look for, browse through and use books and texts as part of their learning experiences in all subjects.

Individual

A range of books is available to all pupils. These books are carefully levelled and colour coded to enable self-selection. All reading books are monitored by class teachers. Books that are taken home for reading practice are at a fluency level (relatively easy text for the reader, with no more than approximately 1 in 20 words difficult for the reader, 95% success). Time is allocated within the school day, for children to; read independently; including the use of Lexia and Read Theory in KS2. Children are encouraged to take some responsibility for their own progress in reading. They are expected and encouraged to practice their reading at home on a regular basis, to ask their parent/carer to sign their Reading diary and to bring their reading book to school every day.

Whole-Class Reading

The implementation of whole-class reading in Key Stage Two and the use of Vipers questioning to develop reading skills allows all children to access higher-level texts. These texts are always carefully chosen to link with the whole school topic. VIPERS are used consistently across the school to cover content domains assessed at the end of each Key Stage. Children are familiar with the different skills we are developing and what approach they need to take to answer different types of questions. During these sessions, questions are clearly displayed and opportunities for individual, paired and group discussion are built-in.

Recording

Individual reading is recorded by the child and or parent/carer in the child’s Reading Diary.

Monitoring

Individual progress is monitored through progression through Letters and Sounds and the school book bands. We use Lexia to support the development of reading skills for all the children across the school. This is closely monitored by the Literacy Lead and individual class teachers. Children who are not making expected progress are given extra time and targeted interventions to enable them to make age-related expectations.

Monitoring, intervention, systems put in place for Phonic catch-up include the use of; Teach a Monster to Read, additional Lexia sessions including the use of written support materials; Toe by Toe, Project X and Rapid Reading.

Assessment

Informal formative assessment is ongoing through weekly individual, shared and whole class reading sessions.

Formal summative assessment takes the form of NFER Reading tests; past SAT papers in Year 6; Reading Tasks and tests at the end of Year 2. Optional SATs for Year 3-5. End of Key Stage 2 SATs.

Impact

The Reading curriculum is evaluated through;
  • Analysis of Phonics and Rising Stars assessment information
  • Analysis of phonics assessments.
  • Analysis of RWI/Letters and sounds assessment linked to the different phases.

Seven key questions about Reading

How do we prioritise reading at Kehelland School?

  • In EYFS, the pure letter sounds are currently introduced using the Jolly Phonics scheme, with its memorable actions and songs. The digraphs and trigraphs are then introduced using the catchy rhymes of the RWI scheme, and this continues into Y1/2. It is intended to move to a single Phonics scheme (probably RWI) during 2022. Games and activities from the Letters and Sounds scheme are used for the development of phonemic awareness and the practice of the decoding of words. Phonics is taught daily for between 15 and 30 minutes.
  • Whole Class reading and guided sessions that specifically teach the six reading skills take place in KS2 four times a week for 30 minutes.
  • In Class 1, EYFS, Y1 and the lower ability Y2 pupils are heard read individually daily. KS1 pupils are heard individually to read at least once a week. KS2 pupils who are not reading frequently at home are also heard individually to read at school.
  • Pupils visit our school library every week and choose a book to borrow, in addition to their regular reading books. This library book is taken home as a book to read and or share for pleasure.
  • Currently, all children use Lexia and individual progress on the platform is carefully monitored by class teachers. From next year, we will be using Lexia as a targeted intervention as we move forward with Accelerated Reader.
  • From January 2022, pupils in Year 2 and above will use the Accelerated Reader programme. Instead of choosing books from our current colour coded system, they are directed to choose books within their ZPD level as their individual reading book. Within this band, there are a range of difficulties and interest levels for the children to choose from. The children will have a STAR Reading assessment every half-term to ensure that they are making progress and to ensure that they are on the correct ZPD level.
  • All teachers will look at daily and weekly Accelerated Reader report data for individuals and classes.
  • Pupils who are learning phonics in EYFS and KS1 take home two books: a decodable reading book and a library book, as a book to be shared for pleasure. Currently, the children progress through the Jelly and Bean scheme, before moving onto colour coded books. It is intended to change wholly to RWI readers during 2022. Once children reach the end of RWI grey books they will move to Accelerated Reader.
  • To encourage reading at home, we reward pupils with reading points. Children earn points to be rewarded with owning their own books. We also use our reading records to monitor pupils not reading at home so we can provide extra provision in school. In Class 1, children place their Superhero on the Reading Chart at the end of each week, to show the number of days that they have read at home. Those with four or more reads receive a small reward.
  • Reading is celebrated in our school, with pupils being awarded their certificates for Lexia, bookmarks and books for reading at home. We also hold reading events throughout the year such DEAR, author visits, book swaps and visits to the local library.
  • Each classroom has a selection of books as a mini library with a selection of fiction, non-fiction and poetry. Class 1 has a well stocked book corner, with comfortable low seating, to encourage an enjoyment of reading alone or with friends.

How do we promote a love of reading?

  • All staff model reading skills, discuss texts read with the pupils and sharing their own love of reading.
  • Staff attend reading training and keep informed about current texts and authors.
  • Teachers read class stories or poems every day to promote a love and enjoyment of literature.
  • Our curriculum incorporates a range of fiction, non-fiction and poetry, to expose pupils to different texts they may enjoy.
  • In Key stage two we run a reading club.
  • Pupils are encouraged to access the library and change books on a regular basis. This is in addition to their reading book from our reading scheme.
  • For World Book Day, we dress-up, plan fun activities and share the event with parents.
  • Children in year 6 are trained as reading buddies and read with a younger reading partner in school.
  • We visit book shops where our reading challenge winners and reading buddies can choose their own books to keep or to add to the school library.
  • We make visits to the local town library.
  • Reading achievements and certificates are shared in assemblies.
How do we make sure pupils make progress?

  • Phonics will be taught following the RWI order of sounds to ensure a systematic approach. Phonics lessons follow the same sequence of teach, practise, revise, review and apply. Planning includes assessment for the graphemes taught.
  • Phonics will be assessed half termly to identify gaps in learning to inform future planning and intervention
  • The school supports pupils to be expert readers by specifically teaching each of the key reading skills by using VIPERS (Vocabulary, Inference, Predict, Explain, Retrieve, Sequence/Summarise).
  • VIPERS for reading comprehension skills are embedded in every classroom and used consistently.
  • There is a clear progression of reading skills from Reception to Year 6 against which pupils’ progress is measured and gaps are noted and acted on.
  • Pupils who are struggling with decoding skills (preventing them from accessing reading material) have targeted interventions. Targeted intervention includes Read, Write, Inc, Rapid Reading, Toe-by-Toe and precision teaching using Lexia support resources. Staff implementing these are fully trained to lead the interventions.
  • Pupils who need further opportunity to practise reading because they do not read at home, are given priority to read to an adult in school. Class teachers ensure volunteers, who come into school to hear readers, are guided to support reading appropriately.
  • Pupils on the Accelerated Reader programme will complete a STAR assessment every half-term. This data will be used by staff to identify children who need extra-support.
  • NfER and Key Stage 2 tests are used for summative assessment by class teachers. The results of these are used to inform future teaching and provide targeted support.
  • We assist parents with supporting reading by providing parents information on the website and letters home.

How do we match the pupils' reading books to their phonic ability?

  • Pupils are assessed daily in phonics as well as half termly using the RWI assessments. Assessment then informs which books match to the pupil’s phonic ability.
  • Staff in EYFS and KS1 are responsible for changing and or checking the pupil’s reading books. Pupils who are learning phonics in EYFS and KS1 take home two books: a decodable reading book and a library book, as a book to be shared for pleasure. Currently, the children progress through the Jelly and Bean scheme, before moving onto colour coded books. It is intended to change wholly to RWI readers during 2022. Once children reach the end of RWI grey books they will move to Accelerated Reader.
  • From January, pupils in Year 2 and above will be using the Accelerated Reader programme. They are directed to choose books within their ZPD level as their individual reading book. Within this band, there are a range of difficulties and interest levels for the children to choose from. The children have a STAR Reading assessment every half-term to ensure that they are making progress and to ensure that they are on the correct ZPD level.
How do we teach phonics from the start?

Pupils begin learning letter sounds on entry to Reception. Following the Jolly phonics/RWI systems, pupils are immersed in a directed teaching approach which embeds systematic phonics skills as the core skills for reading. Regular assessment informs future planning and interventions. Pure sounds are currently taught in the Jolly Phonics order before moving onto the RWI order for Set 2 and Set 3 sounds. We will be moving to the RWI order also for Set 1 sounds, as soon as the move to a single Phonics programme has been made and RWI books purchased.

First, pupils will learn to read:

Set 1 Speed Sounds: m a s d t i n p g o c k u b f e l h r j v y w z x and sounds written with two letters digraphs: sh th ch qu ng nk ck

Words containing these sounds, by sound-blending, e.g. m–a–t mat, c–a–t cat, g–o–t got, f–i–sh fish, s–p–o–t spot, b–e–s–t best, s–p–l–a–sh splash.

Secondly, we will learn to read:

Set 2 Speed Sounds: ay ee igh ow oo oo ar or air ir ou oy

Words containing these sounds.

Then, we will learn to read:

Set 3 Speed Sounds: ea oi a-e i-e o-e u-e aw are ur er ow ai oa ew ire ear ure as well as the sounds ue, au, wh, ph, oe, ie

Words containing these sounds.

To support the learning in school, pupils take home their phonically decodable reading book to reinforce the sounds taught and the red words (common exception words).

Phonics is discussed with parents in the Transition to School meeting and parents are given resources to support phonics at home. The children take home letter cards each week, featuring the sounds covered, so that they can practise at home. They have Phonics homework linked to the learning for that week.

How do we support pupils to catch up?

  • Summative data is submitted every two months in EYFS and pupil progress analysis is taken from this. Pupils identified by class teachers and in pupil progress meetings as not making progress, have interventions planned for them and teaching staff are aware of who is a priority for intervention/support.
  • RWI assessments are done half termly. The children who are falling behind, are targeted for phonics interventions 1:1 or in small groups.
  • Pupils who did not achieve their phonics check in Year 1 or Year 2 receive interventions.
  • Planned interventions are reviewed half-termly and staff leading the intervention sessions have meetings with the class teachers to review progress.

How do we train staff to be reading experts?

  • From September, all teachers and TAs will be taking Read, Write, Inc. training.
  • All teaching staff will receive reading training and advice from English Hub Kernow.
  • All Staff are signposted to relevant training through TPAT and Dandelion Learning.
  • The Headteacher, School Improvement Partner and subject lead monitor reading sessions and phonics teaching.
  • Staff have recently attended a Dyslexia training course with a view to becoming a Dyslexia friendly school.
  • Two members of staff have recently attended the Reading Teachers project run by The Writers Block in conjunction with Cheltenham Reading Festival to promote reading for pleasure in schools.