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Reading

Key Stage 1

Intention

Our aim in Key Stage 1 is to develop reading and problem solving skills of emergent readers so they become confident and independent at lifting new words off the page. The aim is also for children to use these developing skills to access and understand a wide range of texts. By the end of Key Stage One, children are well equipped with the high quality phonics provision and comprehension skills necessary to engage with and enjoy an increasingly challenging range of books.

Implementation

Our provision has three strands:

  • Whole class teaching and application of skills
  • Guided reading
  • Parental involvement

Whole class quality first wave teaching is given to all children in Key Stage One. Whole class instruction is linked to a class text. This is accessed by all with support being given to children who may find it difficult to access the text independently. The text is used to teach reading and also as a writing stimulus.

Staff use ‘Book Bands’ to track progress in reading. While children are developing their decoding skills at Pink to Green book band level, they will take part in guided reading sessions which are carefully planned to ensure progress. 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 problem solving are regularly shared with the children verbally and visually throughout lessons using our skills mats.

Children read from colour banded texts which typically range from Red to Lime within Key Stage One. These text levels correspond with National Curriculum objectives and are used to develop the skills of early and emergent readers. Children progress through book bands across Early Years and Key Stage One and select two texts at a time as their home reading books to encourage reading for pleasure. The books which children read at home are the book band below the book band they are working on in school. This is purposeful as it gives opportunity for children to practise their reading at a level they can control their skills well.

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.

In order that families understand how we teach reading, there are regular parent workshops whilst children are in Early Years. Parents / carers also have opportunity to observe taught sessions involving their own child to better understand what they are learning in school.

Impact

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

Intent

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 problem solving skills on longer words and encourage children to clarify unknown words in order to develop a strong and rich vocabulary.

Aswell as being taught discretely in English, there are opportunities to apply skills in other lessons.

Implementation

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 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.

Impact

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. 


  • Part of:Inspire
  • Aspire Teaching School
  • National Teaching School
  • Accredited by Quality in Play