READING
“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.”
– Dr. Seuss
Rationale:
At St Ives Junior school we understand the importance of high quality teaching, excellent resources and the engagement of children when nurturing and inspiring reading for pleasure.
The National Curriculum states that pupils should be taught to read fluently, understand extended prose and be encouraged to read for pleasure. Reading is singled out as having extreme importance in the curriculum and is split into two main dimensions: Word reading and comprehension (both listening and reading).
It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.
Statement of Intent:
Every day at SIJS children will: be exposed to high quality texts; engage in focussed reading sessions; receive high quality phonic interventions; listen to inspirational class texts and read appropriate books independently in well resourced classroom reading areas.
How do we prioritise reading at SIJS?
All staff and Governors at St Ives Junior School, understand that reading is fundamental to the development of children’s learning success and social emotional wellbeing. Our shared aim is to ensure that by the end of their primary education, all pupils are able to read fluently, with confidence and comprehension.
- Our well stocked library (The Hive) is kept up to date with recent releases and a significant investment has been made in replenishing and maintaining high quality texts.
- The Hive is open to children before school and during the day to allow time to change and choose books.
- Books are banded to ensure that children are reading the right books at the right time for them.
- All classes have newly developed reading areas containing banded books as well as topic related non-fiction to engage the children.
- Teachers read to children every day in a timetabled slot. These ‘class readers’ are tracked in the SIJS reading spine. These sessions are when teachers model fluency, expression and development of vocabulary.
- Children will have daily timetabled independent reading time where they will read their choice of book from the appropriate book band.
- All children have a daily timetabled session of independent reading. This is when children read a book matched to their ability, and staff hear children read to them either individually or in groups.
- To further support and accelerate the progress of the bottom 20%, these children will read with an adult daily. There is a sense of urgency in ensuring that the bottom 20% of readers make accelerated progress. Children’s phonic knowledge and application is assessed half termly.
- Read Write Inc groups target those who need phonic and reading intervention.
- Reading sessions are timetabled daily. A variety of engaging texts and genres are selected by class teachers and the VIPERS reading prompts are used to support high quality teaching of reading.
- Children are asked to read at home daily and parents are asked to record daily reads in diaries. Parents are contacted by teachers if this is not happening.
- Family workshops are planned so that parents/carers have an understanding of how we teach phonics and also understanding VIPERS – the strategy for unpicking reading comprehension.
- APE (Answer, Prove, Explain) is used to give the children sentence stems to develop them in answering comprehension questions.
How do we promote a love of reading?
We understand that children who read for enjoyment every day develop a broader vocabulary, increased general knowledge and a better understanding of other cultures. We know that reading for pleasure is more likely to determine whether a child does well at school than their social or economic background.
- Reading happens at St Ives Junior School, for all children every day.
- Weekly book talk is timetabled where children and teachers share their own reading recommendations.
- High quality age and ability accessible books are available and celebrated.
- Displays of newly released books motivate children.
- Children take a fiction and non-fiction book home.
- World Book Day is celebrated annually.
- Author visits, both virtual and in person are arranged.
- Class reading areas provide comfortable places to enjoy reading.
- The well-stocked library (The Hive) is regularly updated, responding to the needs and requests of the children and staff.
- ‘The Reading Challenge’ motivates children to read at home, gaining rewards when they reach different milestones.
- Class reading time (story time) is a positive part of the day which children and staff enjoy. These books are linked to the Roots and Wings learning, or with PSHE or current issues.
- Reading is regularly promoted on the school social media platform and in newsletters
How do we make sure that all pupils make good or better progress in reading at SIJS?
- On entry to SIJS, all children are assessed using Read Write Inc phonic assessments and KS1 reading SAT past papers.
- Daily phonic teaching is delivered daily to those children working below age related expectations or with phonic gaps.
- All children read aloud every day.
- Phonics@SIJS uses Read Write INC and uses the matched resources.
- Progress in reading is tracked using termly assessments.
- Children who are on the record of need are screened termly on the 1st 300 high frequency words. This then informs interventions and IEPs.
- Children who are not making expected progress are identified quickly, and either catch up sessions or targeted interventions are timetabled in.
- Children who are in the bottom 20% are identified in the half term Pupil Progress meetings and interventions and progress checked by the SENCO.
- There is an assessment in place for when children move book bands and all staff are trained in this.
- Regular reading support is in place through teaching assistants for children who are not reading regularly at home, and this is discussed with parents/carers.
How do we check that pupils’ reading books match the sounds they can read at SIJS?
- Children are screened half termly to group and assess phonic progress and fluency.
- SIJS book band colours have been carefully matched to the equivalent RWI level.
- Children reading above phonic levels are levelled by staff who have been trained.
- All fiction books in the Hive have been banded and children are aware of the books that they can choose from.
- If children are finding reading challenging, or are not reading at home, they are supported in choosing an appropriate book and heard daily at school.
- Through website posts, family workshops and parent/carer meetings, the process of assessment is discussed.
- Parents/carers are encouraged to record in the child’s reading diaries which are checked daily by adults in school.
How do we teach phonics at SIJS?
- At SIJS all TAs and teachers have had training in delivering phonics with RWI.
- After completion of the baseline assessment on entry, this additional information informs planning.
- Sounds are taught in a specific order, following Read Write Inc.
- Children read books accessible according to their phonic knowledge
- Children are screened half termly to group and assess phonic progress and fluency.
- Phonic charts are visible and referred to throughout the day in all classes.
- To support and engage children with phonic gaps in UKS2, Fresh Start RWI resources are used.
How do we support pupils to catch up at SIJS?
- The progress of all children is discussed in the termly pupil progress meeting with members of the Strategic team. Children who are falling behind from looking at data and formative assessments are identified.
- Class teachers provide a plan for children in the bottom 20%; this may involve daily reading or phonics, high frequency sight vocabulary or a more structured approach.
- Where language and communication are additional barriers, additional specific programmes are put in place through external agencies.
- Communication with parents/carers is strong and advice on how to support at home is made explicit.
How do we train our staff to become reading experts at SIJS?
- At SIJS all TAs and teachers have had training in delivering phonics with RWI
- 2 members of staff are Read Write Inc ‘Experts’ and support staff to confidently deliver their sessions.
- All staff are introduced to ‘new’ books from the Reading Rocks initiative.
- Staff are involved in observing other practitioners regularly to improve their own practice
- Working alongside external specialists to deliver training. Whole school INSET day focus on Reading as well as regular staff training sessions.