Intent, Implementation, Impact
READING
Intent
To develop a life-long love of reading
•To support children to read with confidence and enjoyment
•To plan and sequence the teaching of reading skills
•To ensure children read regularly at home and at school
•To equip children with the necessary skills for the next stage of their education
Implementation
Teaching of systematic synthetic phonics
We follow the ‘Essential Letters and Sounds’ scheme which develops the children’s ability to hear, discriminate, recognise and write grapheme-phoneme correspondences. The teachers draw upon observations and continuous assessment to ensure children are stretched and challenged, as well as identify children who may need additional support.
Weekly Guided Reading sessions
During these sessions, children develop reading strategies appropriate to their age. Younger children develop phonic strategies, high frequency word recognition and the ability to describe, select and retrieve information. As these skills are embedded, higher level thinking skills, such as deduction, inference and analysis, are developed. Children read levelled reading books until fluency is achieved. They then access a wide range of established authors across KS2.
During these sessions, children develop reading strategies appropriate to their age. Younger children develop phonic strategies, high frequency word recognition and the ability to describe, select and retrieve information. As these skills are embedded, higher level thinking skills, such as deduction, inference and analysis, are developed. Children read levelled reading books until fluency is achieved. They then access a wide range of established authors across KS2.
Partnership with Parents
When children start school, parents attend a ‘reading information’ meeting to establish the school’s expectations and the vital importance of their support in the reading process. Parents continue to play an invaluable role in their child’s reading journey.
When children start school, parents attend a ‘reading information’ meeting to establish the school’s expectations and the vital importance of their support in the reading process. Parents continue to play an invaluable role in their child’s reading journey.
Reading for Pleasure
We encourage reading for pleasure, as part of our reading curriculum, by creating inviting reading areas, sharing books in class, recommending books to others and allocating set daily reading times. Our approach ensures that children are introduced to quality texts to enrich their vocabulary. These texts also ignite curiosity across a wide range of subjects.
We encourage reading for pleasure, as part of our reading curriculum, by creating inviting reading areas, sharing books in class, recommending books to others and allocating set daily reading times. Our approach ensures that children are introduced to quality texts to enrich their vocabulary. These texts also ignite curiosity across a wide range of subjects.
Impact
Our children read widely and often, with fluency, enjoyment and understanding. They talk enthusiastically about the books they read and make recommendations to their peers. Children will have a love of reading and make good progress from their starting points in the Early Years. Our pupils will use their reading skills as a key tool in helping them to learn, and as a result, know more, remember more and understand more.
Writing
