Research indicates that reading is the cornerstone of pupils’ access into the wider curriculum and the wider world. Pupils’ who read widely, acquire extensive vocabulary through the texts they read, that allows them to attain highly and aspire to more complex and fulfilling careers in later life. At Ackton Pastures we believe that for pupils to read widely and often they need to have a love of reading. When pupils find pleasure in reading, they will read more. Thus, we believe that it is our role to expose pupils to a wide variety of texts in order to inspire this love of reading whilst supporting them to develop the reading skills they need to access texts independently.
Early Years and Key Stage 1
Our aim in the Early Years and Key Stage 1 is to develop the phonic decoding skills of emergent readers so they become confident and independent in reading text and can begin to comprehend it with increasing depth. The aim is also for children to use these developing skills to access and understand a wide range of texts that support their learning across the curriculum. By the end of Key Stage One, children are well equipped with the phonics skills and comprehension skills necessary to engage with and enjoy an increasingly challenging range of books. During Early Years and Key Stage One, we immerse children in stories and language in order to promote reading for pleasure.
Our provision has a number of strands:
- A curriculum rich in texts and genres
- Time for story and reading aloud to children
- Whole class teaching of reading to unpick texts and apply reading skills
- Guided reading to develop fluency and comprehension in a targeted way
- Individual reading to ensure pupils practise their skills and no pupil falls behind
- Home school reading to promote the profile of reading as a skill
Books are organised into ‘Book Bands’ to track progress in reading. Children take part in guided reading sessions which are carefully planned to ensure progress using the book band that is 90% readable for them, ensuring they are being challenged. Guided reading sessions are where a small group of children working at a similar level work with the teacher and receive specific teaching input to improve their reading skills. Assessment is ongoing and a high value is placed on quality verbal feedback. The skills for decoding and comprehension are regularly shared with the children verbally and visually throughout lessons. Books match closely their phonic development
Children read from the book band texts through their individual and home school reading. These books are normally one band below that taught through guided reading and are 95% readable. These books are used to practise reading and develop confidence and are closely matched to their phonic understanding. Children select two texts at a time as their home reading books to encourage reading for pleasure.
Reading is implemented in Key Stage 1 around a 2 year rolling programme of class texts. This book-led curriculum is implemented to each class and supported by other supplementary texts which link with it. This programme ensures that all children access a wide range of fiction, non-fiction and poetry texts. Although reading is taught in daily sessions, children are encouraged to develop a love of reading: through linked texts, reading is an integral part of our wider curriculum that includes subject specific texts.
In order that families understand how we teach reading, there are regular parent workshops whilst children are in Early Years and across the school. Parents / carers also have opportunity to observe taught sessions involving their own child to better understand what they are learning in school.
Reading is formatively assessed on a regular basis in guided sessions alongside summative assessments each term to ensure children’s decoding and comprehension skills are on track. Leaders work collaboratively with staff to ensure that provision meets the needs of all readers.
Key Stage 2
Reading is an essential skill for life and as such it is taught daily in English. The aim of reading in KS2 is to develop confident readers who are able to tackle more complex texts and ensure that they understand what they have read. KS2 teachers continue to develop comprehension skills using more complex vocabulary and encourage children to clarify unknown words in order to develop a strong and rich lexicon.
As well as being taught discretely in English, reading is a fundamental vehicle for learning across the curriculum.
Reading is implemented in Key Stage 2 around a 2 year rolling programme of class texts. This book-led curriculum is implemented to each class and supported by other supplementary texts which may link with it. This programme ensures that all children access a wide range of fiction, non-fiction and poetry texts. Although reading is taught in daily sessions, children are encouraged to develop a love of reading: through linked texts, reading is an integral part of our wider curriculum.
Our provision includes providing a wide range of access to age appropriate texts in many differing styles (a range of quality class novels which reflects a range of social, moral, spiritual and cultural issues for pupils to consider). We also develop study skills though non- fiction texts linked to our cross-curricular topics.
Children are inspired to develop a love of reading and understanding of a variety of texts including poetry. Children are encouraged to read for pleasure at home and in school and have access to a wide range of texts in classrooms and in the school library.
Leaders ensure that the National Curriculum objectives are taught effectively so that children can demonstrate a deeper understanding of the author’s messages and are confident to discuss their ideas with others and respond in written form to demonstrate their understanding. Pupil performance is tracked though running records, success criteria, termly summative assessments and lesson observations. By the end of KS2, children will have developed pace, fluency and comprehension skills and will be aware of and have accessed a wide range of books. Leaders work collaboratively with staff to ensure that provision meets the needs of all readers.