Reading

Intent

At Earlham Primary School we believe that reading is an essential life skill and we are committed to enabling our children to become lifelong readers. Every child has a right to be able to read.

At the heart of our reading curriculum, is our drive to foster a love of reading, enriching children’s learning through carefully designed teaching activities that utilise imaginative stories and thought provoking texts.

Our reading spine exposes pupils to a series of high-quality texts which contextually suite the schools communities. Our pupils are exposed to books and stories, which celebrate and positively portray various religions, cultures and family set-ups. All children should see themselves positively represented through our curriculum offer. These high quality text choices not only facilitate children to become readers, but also teach important lessons to create well-rounded global citizens and a sense of identity and inclusion in the modern day world.

Reading is a skill that enables children to develop their learning across the wider curriculum and lays the foundations for success in future lines of study, employment and social interactions. We recognise the importance of taking a consistent approach to the teaching of reading in order to close any gaps and to target the highest possible number of children attaining the expected standard or higher.

We have high expectations of all children and we encourage children to challenge themselves, persevere and pursue success, always to ‘be the best they can be’. By the time the children reach year 6 and beyond, they will have a good understanding of all of the core texts in our reading spine and are therefore able to access the more complex books expected of them in secondary schools.

Implementation and overivew

Pupils in KS1 are taught reading through ‘Daily Supported Reading’. The session takes place in small groups of approximately 6-8 children. The programme consists of an intense weekly read of two books to ensure fluency, comprehension and enjoyment of reading. Small groups allow each child to be listened to daily, and adults to make accurate assessment of the child’s reading progress. Levels run from 1 –30. The aim of the programme is to:

Dramatically increase the quantity of texts that beginner readers engage with enjoyably and independently every day.
To ensure that all children make good progress by working with a trained adult in a small group every day.
To establish a coherent approach to early reading instruction in KS1.
For children to enjoy daily independent reading, increasing the quantity and challenge of texts across the year.

From level 15 upwards children start to write answers to guided reading style questions in a class setting. These lessons are loosely based on the whole class reading strategies and teaching styles outlined below.

The majority of pupils in KS2 will be taught reading through the ‘Destination Reader’ approach. This involves daily sessions incorporating whole class modelling prior to the children applying these skills through partner work and independent reading. Children deepen their understanding of the texts they read through the systematic use of a series of strategies and language stems.

The approach encompasses the key principles of effective reading provision and fully meets the requirements of the National Curriculum by creating deep understanding of texts, developing oracy around reading and increasing breadth of reading. Destination Reader also helps to build a culture of reading for pleasure and purpose.

Pupils who enter KS2 unable to read fluently will access a varied reading curriculum. Those identified to be in need of further support (during Year 2 summer term pupil progress reviews) will receive reciprocal reading and precision teaching. Pupils who arrive new to English receive differentiated support in class and additional 1to1 reading.

Dramatically increase the quantity of texts that beginner readers engage with enjoyably and independently every day.
To ensure that all children make good progress by working with a trained adult in a small group every day.
To establish a coherent approach to early reading instruction in KS1.
For children to enjoy daily independent reading, increasing the quantity and challenge of texts across the year.