Radcliffe Primary School
Reading
Intent
At Radcliffe Primary school, our aim is to provide our children with an engaging, exciting and empowering English curriculum that equips them for today and tomorrow. Reading is a crucial part of our curriculum. Our intention is to ensure 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 and for the rest of their lives.
We therefore intend to encourage all pupils to read widely across both fiction and non-fiction to develop: knowledge of themselves and the world in which they live; to establish an appreciation and love of reading; to gain knowledge across the curriculum; and develop their comprehension skills. We are committed to providing vocabulary rich reading material and the “Best of what has been”.
Our English curriculum is designed to:
- build on children’s prior knowledge
- provide engaging learning experiences
- allow the children to develop interpersonal skills
- become creative, critical thinkers.
Our curriculum unites the important skills of reading, writing, speaking and listening, discussion and reflection. It allows the opportunity for our children to develop culturally, emotionally, intellectually, socially and spiritually.
Implementation
- The systematic teaching of phonics, following the Read Write Inc programme has a high priority throughout Foundation Stage and Key Stage 1. Phonics is taught daily to all children in Foundation Stage, Year 1 and those in Year 2 who have not passed phonics screening in Year 1.
- Staff systematically teach learners the relationship between sounds and the written spelling patterns, or graphemes, which represent them.
- Phonics is delivered in ability-group format, because it enables staff to ensure application across subjects, embedding the process in a rich literacy environment for early readers. This can involve cross year group delivery.
- Timely intervention is planned for those children who are working below expected levels as soon as needs are identified.
- Once children are confidently reading, they move on to the Accelerated Reader programme. This generally happens when pupils are in Year 2.
- The school ensures all texts are accurately matched to pupil ability, as all books within AR are graded to ensure progression and challenge for all children.
- All children from year 2 complete the AR Star reader test to ensure they read appropriately challenging books.
- All staff and the AR Lead use the reports generated by the star reader and AR tests to identify PIXL therapies (teaching approaches) that will address the areas of need for individual or groups of children.
- Children are given the opportunity to select their own reading books within their ability range. This allows the children to foster ownership over a love of reading for pleasure.
- All children from year 3 take part in a minimum of 4x Whole Class Reading sessions per week. All teachers use these to introduce pupils to a range of genres and to teach a range of techniques which enable children to comprehend the meaning of what they read.
- All classrooms have their own class reading areas with a variety of books, and it is intended that these areas are further enhanced this year.
- Progression is established through the use of sequential learning steps: (PIXL)Teachers read to pupils very regularly. This is followed up by retrieval, prediction, comprehension and inference tasks which are sequenced according to year group and ability.
- Any children not making the expected progress have 1:1 or small group intervention using bespoke packages.
- Reading opportunities are planned throughout the wider curriculum to allow children to implement their skills as frequently as possible.
Impact
Children at Radcliffe Primary read confidently, fluently and with understanding. They are interested in books and they read for both pleasure and information. The children are also able to apply the skills they have learnt in Reading lessons when reading for real purposes across the curriculum.
Radcliffe Primary School
Reading
Intent
At Radcliffe Primary school, our aim is to provide our children with an engaging, exciting and empowering English curriculum that equips them for today and tomorrow. Reading is a crucial part of our curriculum. Our intention is to ensure 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 and for the rest of their lives.
We therefore intend to encourage all pupils to read widely across both fiction and non-fiction to develop: knowledge of themselves and the world in which they live; to establish an appreciation and love of reading; to gain knowledge across the curriculum; and develop their comprehension skills. We are committed to providing vocabulary rich reading material and the “Best of what has been”.
Our English curriculum is designed to:
- build on children’s prior knowledge
- provide engaging learning experiences
- allow the children to develop interpersonal skills
- become creative, critical thinkers.
Our curriculum unites the important skills of reading, writing, speaking and listening, discussion and reflection. It allows the opportunity for our children to develop culturally, emotionally, intellectually, socially and spiritually.
Implementation
- The systematic teaching of phonics, following the Read Write Inc programme has a high priority throughout Foundation Stage and Key Stage 1. Phonics is taught daily to all children in Foundation Stage, Year 1 and those in Year 2 who have not passed phonics screening in Year 1.
- Staff systematically teach learners the relationship between sounds and the written spelling patterns, or graphemes, which represent them.
- Phonics is delivered in ability-group format, because it enables staff to ensure application across subjects, embedding the process in a rich literacy environment for early readers. This can involve cross year group delivery.
- Timely intervention is planned for those children who are working below expected levels as soon as needs are identified.
- Once children are confidently reading, they move on to the Accelerated Reader programme. This generally happens when pupils are in Year 2.
- The school ensures all texts are accurately matched to pupil ability, as all books within AR are graded to ensure progression and challenge for all children.
- All children from year 2 complete the AR Star reader test to ensure they read appropriately challenging books.
- All staff and the AR Lead use the reports generated by the star reader and AR tests to identify PIXL therapies (teaching approaches) that will address the areas of need for individual or groups of children.
- Children are given the opportunity to select their own reading books within their ability range. This allows the children to foster ownership over a love of reading for pleasure.
- All children from year 3 take part in a minimum of 4x Whole Class Reading sessions per week. All teachers use these to introduce pupils to a range of genres and to teach a range of techniques which enable children to comprehend the meaning of what they read.
- All classrooms have their own class reading areas with a variety of books, and it is intended that these areas are further enhanced this year.
- Progression is established through the use of sequential learning steps: (PIXL)Teachers read to pupils very regularly. This is followed up by retrieval, prediction, comprehension and inference tasks which are sequenced according to year group and ability.
- Any children not making the expected progress have 1:1 or small group intervention using bespoke packages.
- Reading opportunities are planned throughout the wider curriculum to allow children to implement their skills as frequently as possible.
Impact
Children at Radcliffe Primary read confidently, fluently and with understanding. They are interested in books and they read for both pleasure and information. The children are also able to apply the skills they have learnt in Reading lessons when reading for real purposes across the curriculum.