At Stuart Road Primary Academy, we champion every child as a reader. We understand that reading capability is essential for our pupils to be able to access their learning. We recognise that reading capability has significant implications for their lives after they finish school. Therefore, reading underpins our curriculum so that we improve the literacy capability, habits and skills of our pupils for life.
LEARNING TO READ
Reading is at the centre of every child’s learning at Stuart Road Primary Academy and our school is determined that every child will learn to read, regardless of their background, needs or abilities. We will champion every child’s right to be a reader - every child will read every day.
We aim to develop active readers who enjoy being members of our reading community. We have high aspirational targets that exceed the expectations of the English national curriculum and early learning goals. We expect all pupils to make at least good phonics progress every term through our phonics programme until they are confident readers.
Read, Write, Inc.
In Early Years, Year 1 and into Year 2, our children are taught to read using the high quality systematic synthetic phonics programme Read, Write, Inc. (RWI) which we have had strong success with over the last three years of our using it. Children are taught consistently to use phonics as the route to reading unknown words. At this stage, we introduce the opportunity for pupils to have sufficient practice in reading and re-reading books that match their progress level both at home and in school. Children will re-read a book three times to ensure mastery of reading and comprehension.
By the end of EYFS, children will know all set 1 sounds and some set 2 sounds. They will be able to segment and blend confidently. Children will be able to read Red Ditties fluently and with confidence. They will be able to read Pink books from the reading scheme. By the end of Year 1, most children will have completed the RWI scheme.
READING TO LEARN
From Year 2 and 3, our children will read to learn. They will learn comprehension skills using a high-quality whole class guided reading programme, increase their reading fluency through daily practice, listen to a high-quality class reader and read for pleasure in school and at home. In Year 4, 5 and 6, our children will deepen their reading capability through mastery of comprehension strategies and engaging with a wide range of high-quality texts.
Reading comprehension skills are taught daily through the use of high-quality resources. We teach comprehension skills using an interactive modelling programme that allows staff to take pupils step-by-step through a range of texts and comprehension questions. Pupils are guided through a whole class reading comprehension, discussing strategies and identifying comprehension skills to ensure that every pupil is confident and successful. Pupils then apply their learned skills through independent practice.
Fluency is an important ingredient of reading comprehension once children have a sound knowledge of phonics. Children should be able to read quickly and accurately with good intonation and phrasing so that their attention can focus on comprehension and meaning. Fluency reading is delivered daily as a whole class activity, with additional support in small groups or 1:1 delivered where needed to ensure that all children make quick progress.
Our end of KS1 expectation is that in age appropriate books, a year 2 pupil should read words accurately and fluently without overt sounding and blending at a rate of over 90 words per minute. Our end of KS2 expectation is that pupils should be able to read aloud a wide range of poetry and books written at an age-appropriate interest level with accuracy and at a reasonable speaking pace. They should be able to read most words effortlessly and to work out how to pronounce unfamiliar words with increasing automaticity. Pupils should be able to read 90-120 words per minute.
Our whole school participates in a daily Read Aloud Project when staff read a range of literature to broaden children’s experience of reading, build their vocabulary, deepen their understanding and grow their love of reading. During these reading sessions, we aim to build a shared experience of high-quality texts that stretch the children’s reading experience as well as their imagination and help every child build a bank of inner stories and develop a love of reading. Children are invited to snuggle down on cushions and under blankets to make it as enjoyable as possible. Children take part in a democratic process of choosing their daily read aloud book. This encourages them to be active members of their reading community and to make considered choices about which books they enjoy.
We create different environments where reading aloud can happen. This might include the library, the playground, a story-telling chair in or out of the classroom, as part of a special school event, by invitation in to another class. We aim to invite a variety of readers to read aloud with the children, including children from other classes, other staff, governors, executive management, parents/carers/other family members. Each term, we invite family members to share in whole school reading events such as Book-at-Breakfast, encouraging all our family visitors to wear pyjamas and bring their favourite books (and some breakfast) to share.
Reading for Pleasure
Every classroom has a reading corner for children to engage with and enjoy a selection of books individually or together. Reading for pleasure takes place at regular opportunities through the week.
We are a community of readers where all children and adults enjoy reading. Children are given opportunities to make choices as readers and to feel excited in talking about books and regularly talk about their reading. Through our reading journals and daily menu of reading activities, children and adults can enjoy a range of reading environments in which they can exercise their rights as readers and can respond to their reading in different ways. We aim to monitor pupils’ attitudes to reading through their reading journals and use this information to personalise provision and meet individual needs.
If you would like any help or advice about how to help your child or develop your own knowledge of the reading curriculum, please see me (Mrs Hannon) or your child's teacher.