Reading

Intent 

At Downe Manor Primary School, we believe reading is essential to a child’s understanding and appreciation of the world around them. Their development as culturally, emotionally, intellectually and socially competent individuals through reading is something we place a great emphasis on.

We aim to foster a love for reading at school and at home; develop strong literacy skills, and ensure every pupil becomes a proficient reader who can understand and analyse a range of texts. Throughout their journey at Down Manor, pupils will develop vocabulary to effectively express themselves and to communicate successfully in all areas of life. We are on the way to creating a reading-rich environment where children are motivated and inspired to become lifelong readers.

A diverse range of high-quality and engaging texts have been selected that reflect the cultural backgrounds of our pupils and challenge their thinking.

Downe Manor promotes a culture of reading for pleasure by dedicating time for independent reading, hosting book fairs and creating cosy reading corners in classrooms and in our lovely school library.

Staff embed reading opportunities in all subjects, encouraging pupils to read and scrutinise texts in science, history, geography, and other areas of the curriculum.

Our goal is to ensure that pupils are able to read fluently and proficiently by the time they leave Y6, acquire knowledge and to continue building on what they know after their primary school journey.  

Implementation

The implementation of our reading provision is rooted in evidence-based practice and tailored to meet the needs of all pupils, including those with special educational needs or disabilities.

Key Strategies:

• Through Assessment for Learning, pupils' reading skills are continually assessed regularly through formative assessments, reading diaries/exercise books, and one-to-one reading conferences to identify strengths and areas for development.
• Through differentiation, targeted support and challenge is provided through guided and whole-class reading sessions and reading interventions.
• Parental Involvement – We continue to engage parents and carers in their child's reading journey through workshops and communication about reading progress and strategies to support reading at home.

In Nursery and Reception, there is a strong focus on speaking and listening skills. These are crucial for reading and are practiced throughout the day through a variety of fun Phonics Phase 1-4 activities, listening to stories and joining in with song and rhyme.

The systematic teaching of phonics has a high priority throughout Early Years Foundation Stage and Key Stage 1. We follow the Bug Club Phonics programme. Pupils are taught the relationship between sounds and written spelling patterns, or graphemes, which represent them.

All children in Reception and KS1 have daily phonics sessions in streamed ability groupings so all pupils are taught to the stage they are at. Those who are struggling to grasp key elements in phonics, or are new to Downe Manor Primary School with little or no knowledge of phonics, receive additional phonics sessions. This is to ensure all pupils receive equal exposure to teaching material for their age group and are given the same opportunity to learn.

Additional phonics sessions are taught in small groups where pupils participate in speaking, listening, spelling and reading activities that are matched to their targeted needs.

When pupils have completed the phonics programme, reading is developed during guided reading sessions and some whole class reading sessions. The focus of these sessions is based upon the high-quality text selected for the English lessons. Strong links are made between reading and writing so that skills and strategies can develop between the two. Children read and enjoy high quality fiction, non-fiction and poetry. Where relevant, some high-quality texts have been linked to topics across the curriculum.

Children who are unable to achieve the phonics expected standard will proceed to phonics intervention and reading support. Phonics is continued in KS2 for those who need it.

 

Guided Reading – KS1:

In guided reading sessions, children are supported towards independent reading. It is designed to allow for differentiated teaching to all of the children in the class by placing pupils with similar reading behaviours and tendencies into a group so that they can read similar levels of texts together. Children also continue to develop their reading fluency skills, building upon their phonics knowledge and skills.

Teaching in small groups allows teachers to teach the young learners in a way that’s more focused on their specific individual needs.

 

Whole Class Reading – Y2-Y6:

In whole class reading sessions, all pupils, of all abilities, are being taught by the ‘expert’ in the room. All pupils read with the teacher more often, and benefit from the teacher’s expert interrogation, explanations, modelling, questioning of the text.

Pupils are encouraged to work in small groups, individually and as a whole class, dependent on the activity planned by the teacher. A range of methods are implemented during these sessions, such as: hot-seating, conscience alley, performing poetry, and other drama approaches.   

 

Vocabulary:

Through phonics, spelling, guided and whole class reading, vocabulary linked to their focus text. Pupils look at root words to gather understanding of meaning; synonyms to build and widen their vocabulary bank. They also look at the type of vocabulary it is to gain an understanding of appropriate times to use it across the curriculum.

 

Text Choices:

The quality texts are carefully selected by the English subject lead in conjunction with the teachers. We have covered a range of texts with some challenging themes and genres: archaic texts; narratively complex books; complexity of plots; contemporary fiction; classic texts; modern classic; myths; adventure; fantasy; fairy tales; non-fiction; traditional tales; culturally diverse books, through text-appropriate levels. This supports children in their ability to access more complex books expected of them beyond primary school.

 

Reading at Home:

Reading at home is promoted and encouraged on a regular basis. Children learning phonics take home a book matched to their current phonics level, they also have online access to the same book alongside others based on their child’s current phonics level.. In addition to this book, pupils in Reception and KS1 will have a ‘Reading for Pleasure’ book from the classroom library and the school library. In KS2, pupils will have a book from the classroom library matched to their ability, and a ‘Reading for Pleasure’ book from the school library. Pupils are given the opportunity to choose and change every week.

Reading for Pleasure books are free choice books so they may not necessarily match the child’s ability. Some of these books may be challenging so it’s a good idea for adults and children to enjoy reading these books together.

 

Adults at home play a valuable role in supporting a child’s reading development and nurturing a love for reading outside of school hours is very important to their success both academically and personally.

 

To support your child's reading journey at home, here are some strategies we recommend:

Reading Routine:

Establish a regular reading routine at home. Designate a quiet time where your child can fully engage themselves in a book. Listening to children read for 10-20 minutes each day after school makes a significant different in their progress and attainment. This consistency in routine will help develop good reading habits.

Encourage Choice:

Allow your child the freedom to choose what they want to read. Be it fiction, non-fiction, comics, or magazines, letting them follow their interests can foster a genuine enthusiasm for reading.

Reading Aloud:

Reading aloud to your child daily/as often as possible is still the most beneficial way to support early readers and ensure that children have the best possible start at reading. And it’s fun!

 

Read, read, read it again:

We call this repeated reading. When your child is able to read a book, have them read it over and over again until they read it fluently — with expression too. They can read it to all the members of the family – brother, sister, cousin, pet, etc. The key is repetition. 

Discussion:

Engage your child in discussions about the books they are reading. Pause at certain points of the story as you’re reading, ask questions about the plot, characters, and their opinions. This not only enhances comprehension but also encourages critical thinking.

• Discuss the meaning of words.

Use a dictionary to get your child used to exploring words for themselves. Discuss alternative words. For example, ‘big’. As your child to think of another word that means the same, e.g. huge (use a thesaurus)

• Make predictions.

What do you think will happen next? What makes you think that?

• Discuss feelings.

How do you think the characters are feeling? What has made them feel this way?

• Where is the story set?

Have you read another story with the same setting? For example, ‘We’re Going On A Bear Hun’ by Michael Rosen and ‘The Gruffalo’ by Julia Donaldson are both set in the woods. Do you know another book by the same author? For example, Julia Donaldson books like ‘The Snail And The Whale’ and ‘Room On The Broom’. The author tends to write stories using rhyme. 

• Discuss the problem in the story.

What has happened? What went wrong? Discuss the resolution. How was the problem solved? Is there another way it could have been resolved?

• Fact or Fiction?

Is this book a story book or a non-fiction book? How do you know? What have you learnt? What do you know that you didn’t know before reading the book?

Take time to look at the pictures — they are there for an important reason: to help your child comprehend the story better.

“Look at Dawud’s face as he has just entered his bedroom. How do you think he is feeling? Can you think of another word we could use instead of ….? “

Make predictions about what will happen next.

“I wonder if Joy will run to her grandma’s room? What do you think she’ll do next?”

Model Reading:

Lead by example by showing your child that reading is a valuable and enjoyable activity. Let them see you reading regularly, whether it's a book, a newspaper, or an article.

Got a library card?

Encourage visits to the local library. Libraries offer many books catering to different interests and reading abilities. It's a fantastic way to explore new genres and authors.

Celebrate Progress:

Celebrate your child's reading milestones, however big or small. This positive reinforcement can boost their confidence and motivation to continue on their reading journey. Make a note in their Reading Records.

 Impact

The Reading curriculum is evaluated through:

• Analysis of phonics lessons
• Analysis of phonics assessments
• Analysis of guided/whole-class reading lessons
• Analysis of comprehension questions

Through the teaching of phonics and reading, our aim is for children to become fluent and confident readers who can apply their knowledge and experience to a range of texts through the Key Stage 2 curriculum.

As a Year 6 reader, transitioning into secondary school, we hope that children are fluent, confident and able readers, who can access a range of texts for pleasure and enjoyment, as well as use their reading skills in all areas of the curriculum. We aim for pupils to relate their reading experiences to their own personal development, developing an empathy for characters and making links to their own behaviours.

In addition to this:

• Parents and carers will have a good understanding of how they can support reading at home, and contribute regularly to Reading Records.
• The % of pupils working at age related expectations and above age-related expectations within each year group will be at least in line with national averages

Statutory assessment:

Children in Year 1 sit the Phonics Screening Check. Any child who does not pass the check will re-sit it in Year 2.

On-going assessment - Pupils in Year 2-Year 3, new arrivals and EAL pupils

Children are assessed when they first arrive at Downe Manor Primary School and pupils who require support will be placed in interventions as appropriate for their needs.

Links for Reading:

Bug Club:

https://www.activelearnprimary.co.uk/login?c=0

Books For Topics:

A fantastic website with updated booklists for recommendations - by age, by curriculum foci, Reading for Pleasure and Storytime Online.

https://www.booksfortopics.com/

Oxford Owl:

Sign in for free e-books.

https://home.oxfordowl.co.uk/reading/free-ebooks/