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St Giles Church of England Primary School

Reading

Reading at St Giles 

 

 

 

 

 

 At St Giles we value reading as a key life skill and are dedicated to enabling all of our pupils to become lifelong readers.  We believe reading is key for academic success. Our aims are to fulfil the requirements of the National Curriculum for Reading:

  • To develop pupils’ reading in all subjects to support their acquisition of knowledge.
  • To teach all pupils to read fluently.
  • To ensure they have a deep understanding of what they have read (both fiction and non-fiction)
  • To develop a love of reading.
  • To promote wider reading.
  • To provide library facilities

Intent

We aim for a high quality reading curriculum where all children at St Giles can read with fluency and accuracy in order to access texts and learning at ARE (age related expectation) or beyond. We aspire for all our children to develop a love of reading through purposeful teaching of high-quality, diverse texts, putting reading at the heart of the curriculum. Our school is a reading rich environment that values books and promotes a rich vocabulary to inspire, support and connect learning across the curriculum. We aspire, through a range of strategies, teaching styles, environmental influences and approaches, to enable our children to become lifelong readers.  Our aim is to:

  • Teach a reading curriculum, which develops fluency, understanding, and knowledge of language in our children.
  • Ensure children become enthusiastic, confident readers, who read for pleasure.
  • Develop comprehension skills so children can retrieve, summarise, deduce and infer information from what they have read.
  • Develop comprehension skills so children can retrieve, summarise, deduce and infer information from what they have read.
  • Teach a curriculum, which is ambitious and designed to give all pupils, particularly disadvantaged pupils, and including pupils with SEND, the knowledge and cultural capital they need to succeed in life.
  • Expose children to a vast range of texts, genres and authors so they can involve themselves in discussions about what they have read and make comparisons between texts and authors.

Implementation

In ensuring high standards of teaching and learning in reading, we implement a curriculum that is progressive throughout the whole school.

  • Staff follow the National Curriculum which is progressive through the years.
  • Pupils are taught weekly comprehension lessons focussing on each strand of the reading curriculum throughout the year.
  • Pupils read books from a book band level which matches their ability.
  • In Key Stage 1, phonics is taught to all children through Letters and Sounds. Children learn to segment words to support their spelling ability and blend sounds to read words
  • Decodable books are being introduced in EYFS and Key Stage 1 which match the child’s phonic level. The children also select a ‘choosey book’ to read with an adult for pleasure.
  • Children are heard read by an adult regularly, with a focus on word decoding, fluency and understanding.
  • Vocabulary Ninja, ‘Word of the day’, is used to increase pupils’ knowledge and understanding of vocabulary.
  • Authors are shared and celebrated across school, with each Key Stage 1 class having author boxes in their classrooms and Key Stage 2 author boxes being developed in our school library.
  • Children are read to for at least 15 minutes every day; this is a non-negotiable and allows children to listen, enjoy and understand a text pitched just above ARE.
  • Assessments are carried out termly to ensure learning has been retained and progress is being made.
  • Learning is adapted to make it as accessible as possible for SEND pupils.
  • We have a welcoming, vibrant library in the heart of our school which is a place for reading, discovery and story telling.
  • Our classrooms are a haven of books (both old and new) with book areas designed to provide a warm, calm and reflective space for our children to enjoy literature and respond to texts.
  • We organise termly reading mornings in each class where parents are encouraged to join their child to read together.
  • Author visits are planned where possible.
  • We are beginning to forge links with our local library, to ensure all pupils are enrolled and have regular access to a wide range of books.
  • Librarians also come into our school to lead a yearly assembly designed to promote reading challenges.

Impact

Our Reading Curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:

  • Pupil discussions about their learning.
  • Listening to children read.
  • Pupil assessments. These are done using non-statutory assessments in EYFS and Years 1, 3,4 and 5.  Year 2 and 6 pupils are assessed using end of key stage statutory assessments (SATs) and are measured against the reading attainment of children nationally.
  • Discussions with senior leaders during pupil progress meetings.

We aim for all children to be fluent readers by the end of Key Stage 1, which can then be built upon and broadened in Key Stage 2 through the range of texts and authors as well as their understanding of texts deepened.

At St Giles, we strive to ensure that children are equipped with the knowledge and skills that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.

We want St Giles children to have developed a love of reading across a wide range of genres, styles and cultures by the end of their time at the school.