Reading

Seven key questions about Reading

How do we prioritise reading at Kehelland School?

• In EYFS, the pure letter sounds are introduced from the very start, using the Read Write Inc scheme, with its memorable picture hooks. The children move onto the Set 2 sounds and then the Set 3 sounds in Y1 and Y2, with their memorable rhymes. A Phonics/Reading lesson is taught daily for 40 minutes.
• Whole Class reading and guided sessions that specifically teach the six reading skills take place in KS2 five times a week for 30 minutes.
• In Longships Class, EYFS, Y1 and the lower ability Y2 pupils are heard read individually at least two or three times a week outside the RWI lesson. KS1 pupils are heard individually to read at least once a week. KS2 pupils who are not reading frequently at home are also heard individually to read at school.
• Pupils visit our school library every week and choose a book to borrow, in addition to their regular reading books. This library book is taken home as a book to read and or share for pleasure.
• Pupils in Year 2 and above use the Accelerated Reader programme. They are directed to choose books within their ZPD level as their individual reading book. Within this band, there are a range of difficulties and interest levels for the children to choose from. The children will have a STAR Reading assessment every half-term to ensure that they are making progress and to ensure that they are on the correct ZPD level.
• All teachers will look at daily and weekly Accelerated Reader report data for individuals and classes.
• Pupils who are learning phonics in EYFS and KS1 take home two books: a decodable Read Write Inc reading book and a library book, as a book to be shared for pleasure. Once children reach the end of RWI grey books they will move to Accelerated Reader.
• In key stage two children take home their Accelerated Reader text and also a free-choice book to read for pleasure.
• To encourage reading at home, we reward pupils with reading certificates which are shared in our celebration assembly at the end of each week. We also use our reading records to monitor pupils not reading at home so we can provide extra provision in school. In Longships Class, children place their Superhero on the Reading Chart at the end of each week, to show the number of days that they have read at home. Those with four or more reads receive a small reward.
• Reading is celebrated in our school, with pupils being awarded their certificates for progressing through the Accelerated Reader levels and for reading at home. We also hold reading events throughout the year such DEAR, author visits, book swaps and visits to and from the local library.
• Each classroom has a selection of books and our library is at the centre of the school with a selection of fiction, non-fiction and poetry. Class 1 has a well stocked book corner, with comfortable low seating, to encourage an enjoyment of reading alone or with friends.

How do we promote a love of reading?

• All staff model reading skills, discuss texts read with the pupils and sharing their own love of reading.
• Staff have attended reading training and keep informed about current texts and authors.
• Teachers read class stories or poems every day to promote a love and enjoyment of literature.
• Our curriculum incorporates a range of fiction, non-fiction and poetry, to expose pupils to different texts they may enjoy.
• Pupils are encouraged to access the library and change books on a regular basis. This is in addition to their reading book from Accelerated Reader or Read Write Inc.
• For World Book Day, we dress-up, plan fun activities and share the event with parents.
• Children in our mixed age house groups have the opportunity to share books together on a weekly basis.
• We have weekly "Book Club" Sessions where children recommend books to each other and staff guide children through book choices.
• Reading achievements and certificates are shared in assemblies.
• We have a weekly reading assembly where children are exposed to a wide variety of texts.

How do we make sure pupils make progress?

• Phonics will be taught following the RWI order of sounds to ensure a systematic approach. Phonics lessons follow the same sequence of teach, practise, revise, review and apply. Planning includes assessment for the graphemes taught.
• Phonics will be assessed half termly to identify gaps in learning to inform future planning and intervention
• The school supports pupils to be expert readers by specifically teaching each of the key reading skills by using VIPERS (Vocabulary, Inference, Predict, Explain, Retrieve, Sequence/Summarise).
• VIPERS for reading comprehension skills are embedded in every classroom and used consistently.
• There is a clear progression of reading skills from Reception to Year 6 against which pupils’ progress is measured and gaps are noted and acted on.
• Pupils who are struggling with decoding skills (preventing them from accessing reading material) have targeted interventions. Targeted intervention includes Read, Write, Inc, Toe-by-Toe and precision teaching using Fresh Start reading resources. Staff implementing these sessions are fully trained to lead the interventions.
• Fresh Start supports children aged 9 and above who are reading below age-related expectations, using a phonics-based approach. It enables them to become confident, fluent readers, who can access the wider curriculum
• Pupils who need further opportunity to practise reading because they do not read at home, are given priority to read to an adult in school. Class teachers ensure volunteers, who come into school to hear readers, are guided to support reading appropriately.
• Pupils on the Accelerated Reader programme will complete a STAR assessment every half-term. This data will be used by staff to identify children who need extra-support.
• NfER and Key Stage 2 tests are used for summative assessment by class teachers. The results of these are used to inform future teaching and provide targeted support.
• We assist parents with supporting reading by providing parents information on the website, letters home and delivering reading information sessions.

How do we match the pupils' reading books to their phonic ability? 

• Pupils are assessed daily in phonics as well as half termly using the RWI assessments. Assessment then informs which books match to the pupil’s phonic ability.
• Staff in EYFS and KS1 are responsible for changing and or checking the pupil’s reading books. Pupils who are learning phonics in EYFS and KS1 take home two books: a decodable reading book and a library book, as a book to be shared for pleasure. The children progress through the Read Write Inc scheme. Once children reach the end of RWI grey books they will move to Accelerated Reader.
• Pupils in Year 2 and above use the Accelerated Reader programme. They are directed to choose books within their ZPD level as their individual reading book. Within this band, there are a range of difficulties and interest levels for the children to choose from. The children have a STAR Reading assessment every half-term to ensure that they are making progress and to ensure that they are on the correct ZPD level.

Pupils begin learning letter sounds on entry to Reception. Following the Read Write Inc system, pupils are immersed in a directed teaching approach which embeds systematic phonics skills as the core skills for reading. Regular assessment informs future planning and interventions. 

First, pupils will learn to read:

Set 1 Speed Sounds: m a s d t i n p g o c k u b f e l h r j v y w z x and sounds written with two letters digraphs: sh th ch qu ng nk ck

Words containing these sounds, by sound-blending, e.g. m–a–t mat, c–a–t cat, g–o–t got, f–i–sh fish, s–p–o–t spot, b–e–s–t best, s–p–l–a–sh splash.

Secondly, we will learn to read:

Set 2 Speed Sounds: ay ee igh ow oo oo ar or air ir ou oy

Words containing these sounds.

Then, we will learn to read:

Set 3 Speed Sounds: ea oi a-e i-e o-e u-e aw are ur er ow ai oa ew ire ear ure as well as the sounds ue, au, wh, ph, oe, ie

Words containing these sounds.

To support the learning in school, pupils take home their phonically decodable reading book to reinforce the sounds taught and the red words (common exception words).

Phonics is discussed with parents in the Transition to School meeting and parents are given resources to support phonics at home. The children take home letter cards each week, featuring the sounds covered, so that they can practise at home. They have Phonics homework linked to the learning for that week.

How do we support pupils to catch up?

• Summative data is submitted every two months in EYFS and pupil progress analysis is taken from this. Pupils identified by class teachers and in pupil progress meetings as not making progress, have interventions planned for them and teaching staff are aware of who is a priority for intervention/support.
• RWI assessments are done half termly. The children who are falling behind, are targeted for phonics interventions 1:1 or in small groups.
• Pupils who did not achieve their phonics check in Year 1 or Year 2 receive interventions.
• Planned interventions are reviewed half-termly and staff leading the intervention sessions have meetings with the class teachers to review progress.

How do we train staff to be reading experts?

•  All teachers and TA have taken part in Read, Write, Inc. training.
• All teaching staff have had training in how to implement and monitor Accelerated Reader.
• Key teaching and TA staff in key stage two have worked through training modules for implementing Fresh Start reading and phonic catch-up interventions in key stage two
• Teaching staff have receive reading training and advice from English Hub Kernow.
• All Staff are signposted to relevant training through TPAT and Dandelion Learning.
• The Headteacher, School Improvement Partner and subject lead monitor reading sessions and phonics teaching.
• Staff have recently attended a Dyslexia training course with a view to becoming a Dyslexia friendly school.
• Two members of staff have recently attended the Reading Teachers project run by The Writers Block in conjunction with Cheltenham Reading Festival to promote reading for pleasure in schools.