English Reading

Intent

At Bishops Down Primary and Nursery School, we recognise the importance of reading fluently and with understanding as we know that it is the gateway to learning.  Our phonics programme and rigorous early reading schemes are designed to ensure that children keep up in EYFS and Key Stage One reducing the need for catch up in Key Stage Two.  By the end of Year 2, we intend that the majority of children will be reading age appropriate books fluently. Our aim is that all children leaving us in Year 6 have mastered word reading and language comprehension so they are ready to move onto lifelong learning through the written word as well as taking pleasure in various forms of reading.

Our Bishops Down Primary and Nursery School Reading Spine runs all the way from EYFS and ensures that there is a core group of texts that all children will encounter during their time here.  Our aim is that this will inspire young people and enable them to read for pleasure.  The texts have been chosen to offer diversity of content and genre as well as including classic texts.

Our school culture intrinsically values reading and an interest in books.  For example, staff talk about the books they are reading; reading corners in classes include pupil recommendations and home learning includes reading challenges and assignments to motivate reading.

Implementation

We have a systematic phonics and reading scheme (Read Write Inc) which is the core of our reading teaching through EYFS and Key Stage 1.  This progresses to a book banded scheme throughout the rest of the school where children read and take home books at an instructional level for their reading attainment.

In Key Stage Two, children have whole class guided reading lessons at least three times a week.  These are planned to cover the main reading strands and to offer explicit teaching of reading strategies.

English lessons across the school also include in depth analysis of written texts across all genres.  There is lots of reading and book talk in writing lessons.  We make vocabulary teaching explicit in reading lessons and across other subjects too.

Our curriculum is supportive of home reading and children take banded books and library books home regularly.  Reading record books offer an opportunity for a dialogue about reading between home and school.

Regular assessment and monitoring of phonics/reading ensures that children are in groups where they can make the most progress and there can be targeted help for children who are in need of support.  These targeted help systems include RWI tutoring and online programmes like IDL (International Dyslexia Learning).

Impact

Guided reading lessons in Key Stage 2 show that children are engaged in texts and are able to talk about their learning. The lessons are taught in an inclusive way involving all children in the class in effective and adaptive teaching.  Book talk is valued and children are able to reflect on their learning.  Learning objectives and written work in guided reading lessons shows that the various strands of the reading curriculum are included in teaching and learning.  Children are engaged in lessons and, by their answers, show enthusiasm about and understanding of the books they are reading.

Staff buy into the culture of reading in school and prioritise reading lessons and reading for pleasure, usually at the end of each day.  This ‘story-time’ is protected time in each class timetable.

Pupils are able to talk about their reading and their favourite authors.  They engage in reading and read for pleasure and purpose.

End of Key Stage 2 data in Jul 2024 is significantly above local and national averages.