We believe it is vital that our children should be able read fluently and with confidence in any subject by the time they are ready to move to secondary school. This will be achieved when children are able to orchestrate a full range of reading cues, (phonic, graphic, syntactic, and contextual), to monitor their reading and correct their mistakes. Alongside their fluidity of reading, we want our children to develop a passion for reading and for them to want to read for themselves across a variety of genres and text types. Alongside reading, spoken language is at the centre of our school. It is essential that all of our pupils acquire a wide vocabulary, a good understanding of grammar in context and to be able to spell new words by applying the spelling patterns and rules they learn throughout their time in our school. This is strengthened through our carefully selected, quality-assured schemes and interventions, ensuring all children thrive and reach their greatest potential.
We work on promoting a love of reading for all children and fostering a text-rich environment, where children understand how language works; we will guide them in the development of these skills to ensure they are proficient readers which will, in turn, allow them to interpret texts accurately. Around school, you will see: displays which celebrate authors; inspiring reading corners; and a well-stocked and vibrant library area. In addition to this, throughout the year the importance of reading is enhanced through activities such as World Book Day celebrations and class links with an author. During the first week back at school in September, all classes study the same picture book which enables us to start off the learning for the year with a focus on the importance of reading.
We follow the Sounds Write approach to teaching reading and phonics, with a clear structure of the teaching of sounds developed across the entire school. Our approach is systematic, consistent and rigorous in order for all children to become readers as quickly as possible. We use the same phonics programme across the school providing continuity and a tool for guaranteed progression. We teach phonics in Reception from their first day in school. Children quickly learn that symbols represent sounds, with often one symbol representing more than one sound, and learn how these sounds can be transcribed. Whilst this is essential for reading, it also helps children learn to spell with accuracy. Once children can blend sounds together to read words, they practise reading books that coincide with their phonetical awareness. We instil the belief that all children can read and this increases confidence. Once children develop a secure awareness of phonics and a level of fluency across both the Initial and Extended Code, they will then be exposed to a wider selection of reading material.
Once a child has gained fluency in their reading and has finished all the reading books within our phonics scheme, they will be assessed through the Accelerated Reader Programme to gage their approximate reading age and their ZPD range (a range of reading levels which the child can work within, which will provide them an element of challenge but will not lead to frustration).
From this assessment, pupils may have the opportunity to progress onto our wide range of Accelerated Reader (AR) books, which contain novels and texts that will undoubtedly appeal to all our pupils’ tastes and will capture their imaginations. When a child moves onto AR, they will read within school at least 3 times a week for 20 minutes per session. During this time, teachers will listen to children read individually, focusing on fluency and reading comprehension. Once a child has finished their text, they will complete a test which will assess their understanding and vocabulary. Three times a year, children will perform a STAR reader assessment, which will continue to provide a baseline for each child and will carefully monitor their progress. Our school councillors have a vital role in sharing Pupil Voice. As representatives of their year groups, they have opportunities to listen to their peers and to act on their behalf by stocking our AR book range each year with the latest requests. This means our reading books are always current, always diverse and will always appeal to the huge range of needs and preferences within our school.
Alongside Accelerated Reader, the children undertake whole-class guided reading sessions with the staff in their class. Within KS1, guided reading books continue to align with our phonics scheme and each book is carefully selected based on a child’s phonetical awareness. In KS2, we have developed a 5-point reading carousel system which focuses on: the shared reading of a core text; spelling patterns of polysyllabic words; a skills teach session; a short write; and a particular SPAG focus drawn from the text. The text is not differentiated, instead, we are proud of our mastery all approach: a principle which allows all children to access greater depth learning through scaffolding and modelling. During Reading comprehension lessons, we use the acronym SWIPER (Summarise/Sequence, Word Meaning/Choice, Infer/Interpret, Predict, Explain/Respond and Retrieve) within these lessons to explore all elements of the reading curriculum.
The quality of reading and writing in English is evaluated by learning walks, drop-ins, ‘pupil voice’ discussions and work scrutinies. This informs the subject leader of the impact of new initiatives as well as future areas for improvement. After monitoring, the subject leader provides feedback to SLT/ELT and address areas for development which is then shared with all staff.
Children at St James’ Catholic Primary School enjoy reading regularly both for information and for enjoyment. They are able to discuss the books they have read with enthusiasm and recall of detail. They are able to apply the features of different writing genres and styles to their own work and are able to write for different audiences and purposes. The impact of the English curriculum is clearly developing with our revised way of teaching. There is evidence of progress, sustained learning and transferable skills and children are becoming more confident writers. By the time they are in Upper Key Stage 2, most genres of writing are familiar to them and they are able to apply the skills independently.
- Please find the link to our English Curriculum Planning
