Reading

"The more that you read, the more things you will know. The more that you learn, the more places you will go."

                                                       Dr Seuss

"Reading is to the mind what exercise is to the body."

                                                              Joseph Addison

Intent:

At Bedgrove Junior School, we want to inspire all children to become avid lifelong readers by delivering an engaging, cohesively-planned curriculum, delivered by enthusiastic teachers who ignite a passion for reading.

We strive to provide all children with the reading skills and strategies needed to succeed in becoming independent readers. It is our aim to ensure that our children transition between year groups and move to secondary school being able to access high-quality texts, in all subjects, through using decoding and comprehension skills – our children embark on the reading journey from phonics sessions through guided reading lessons across KS2 to develop them as a reader. We promote a love of reading through our frequent guided reading sessions, class reading time, effective use of the class and school library and celebrating events such as World Book Day – using a wide range of high-quality texts that celebrate different authors, genres and diversity.  We strive hard to make sure reading is a well-loved and high-profile subject that is promoted by all members of staff. We also stretch and challenge our readers by providing opportunities to encounter, understand and use higher-level vocabulary to ensure they can use oracy through ‘book talk’ to deepen their understanding of a range of texts.

Implementation:

• Little Wandle Letters and Sounds SSP is used for teaching phonics in Year 3, and for continuous provision beyond the Autumn term for children that aren’t yet secure with their phonics understanding. Little Wandle reading scheme is used to further support these children across the school with practising their decoding skills and support with building comprehension. These children are assessed to track progress and support with creating phonics groups.
• Identified readers are listened to frequently (3x per week), including disadvantaged and SEN pupils.
• Whole-class Guided Reading is taught in four 30-minute sessions per week which includes book talk and comprehension type sessions. Differentiated questioning allows for challenge for all and a breadth of lesson styles promotes a love for reading. Comprehension lessons: focus on both the class text and alternative texts that may include poetry, non-fiction and picture books. Book talk lessons: all with an oracy focus – where we use either Jane Considine’s Reading Rainbow sentence stems, or an alternative activity that allows children to discuss a text and explore it at a deeper level. Free reading sessions: children and staff bring in books or other reading material of their choice and can spend time reading something they enjoy or share it with their peers.
• Reading skills explicitly outlined on planning, Smart notebooks and the children’s comprehension sheets. They are also explicitly referred to in wider curriculum reading. Children have access to the reading skills and strategies for supporting reading and these are referred to in lessons to embed understanding and ability to use.
• ICT is used regularly to support Guided Reading planning, teaching and learning.
• Through Talk for Writing, highly engaging texts allow pupils access to stronger vocabulary.
• PIXL assessments and data are used to identify areas for development for specific classes which are subsequently addressed with PIXL therapies; either in a whole class setting, as small groups, or independently.
• Further tuition groups across the school are put in place to close the gaps widened by school closures.
• Star reader tests are completed once per term to support with identifying and monitoring our lowest 20% of readers, as well as identifying children’s ZPD - the school ensures all texts are accurately matched to pupil ability, as all books within Accelerated Reader are graded to ensure progression and challenge for all children.
• Classes have library slots each week to allow them to visit, and to swap and read books.
• Teachers read to pupils regularly during story time (at least 3 times per week) from a novel selected by the teacher/the class for enjoyment.
• Whole-school reading spine has been updated to include a wide range age-appropriate texts that span a variety of genres and text types. These texts cover a breadth of subjects and celebrate diversity through content and different authors.
• Children opportunities to read for pleasure frequently across the week.
• Library refurbishment and book replenishment in Spring 2023 will promote reading and get children excited to read for pleasure.