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Knowle Primary School Every Child Matters. Every Moment Counts.

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Reading Policy

Knowle Primary School

Reading Policy.

 

Our aims:

For our school, reading is our main English priority. We have been heavily focusing on our Early Reading and have dedicated a lot of time and resources to embed strong and reliable reading skills from Nursery and onwards. We aim to:

 

• develop understanding and skills to become independent, enthusiastic readers.

• allow children to access age-relevant texts

• understand that language they have acquired, may be relevant across all areas of their learning and to apply that language where possible.

 

 

Phonics and Early Reading:

 

In direct reference to the blog by Gill Jones (Deputy Director for Early Years for Ofsted), we will ensure that:

 

  • direct, focused phonics is taught every day in Reception and key stage 1
  • children read from books with the sounds they know, while they are learning to read
  • teachers and teaching assistants provide extra practice through the day for the children who make the slowest progress (the lowest 20%)
  • all children in Year 3 and above can read age-appropriate books
  • teachers instil in children a love of literature: the best stories and poems

 

Phonics: Read Write Inc:

Our pupils learn to read and write effectively and quickly using the Read Write Inc. Phonics programme. They progress onto Read Write Inc. Literacy and Language and Read Write Inc. Spelling once they can read with accuracy and speed.

 

The programme is for:

  • Pupils in Nursery and Foundation to Year 2 who are learning to read and write
  • Any pupils in Years 2, 3 and 4 who need to catch up rapidly

 

In Read Write Inc. Phonics pupils:

  • Decode letter-sound correspondences quickly and effortlessly, using their phonic
  • knowledge and skills
  • Read common exception words on sight
  • Understand what they read
  • Read aloud with fluency and expression
  • Write confidently, with a strong focus on vocabulary and grammar
  • Spell quickly and easily by segmenting the sounds in words
  • Acquire good handwriting.

 

In addition, we teach pupils to work effectively with a partner to explain and consolidate what they are learning. This provides the teacher with opportunities to assess learning and to pick up on difficulties, such as pupils’ poor articulation, or problems with blending or alphabetic code knowledge.

We group pupils homogeneously, according to their progress in reading rather than their

writing. This is because it is known that pupils’ progress in writing will lag behind progress in reading, especially for those whose motor skills are less well developed.

In Year R we emphasise the alphabetic code. The pupils rapidly learn sounds and the letter

or groups of letters they need to represent them. Simple mnemonics help them to grasp this quickly. This is especially useful for pupils at risk of making slower progress. This learning is consolidated daily. Pupils have frequent practice in reading high frequency words with irregular spellings – common exception words.

 

We make sure that pupils read books that are closely matched to their increasing knowledge of phonics and the common exception words. This is so that, early on, they experience success and gain confidence that they are readers. Re-reading and discussing these books with the teacher supports their increasingly fluent decoding.

Alongside this, the teachers read a wide range of stories, poetry and non-fiction to pupils;

they are soon able to read these texts for themselves.

 

Embedding the alphabetic code early on means that pupils quickly learn to write simple

words and sentences. We encourage them to compose each sentence aloud until they are

confident to write independently. We make sure they write every day.

Pupils write at the level of their spelling knowledge. The quality of the vocabulary they use in their writing reflects the language they have heard in the books the teacher has read to them; they have also discussed what the words mean.

Our aim is for pupils to complete the phonics programme as quickly as possible. The sooner they complete it, the sooner they will be able to choose books to read at their own interest and comprehension level.

 

Quality of teaching, learning and assessment in RWI:

 

The programmes’ ‘cycle of instruction’ means that, after direct instruction and guided

practice, the pupils teach another pupil. In this way they all rehearse and consolidate what they have been learning. This helps the pupils to make their understanding clear to

themselves and helps the teacher deal with any misconceptions. ‘Partner teaching’ is a key assessment tool. We also use this approach very effectively in other subjects.

In Read Write Inc. Phonics, because the pupils are grouped across the school in terms of

their reading ability, they are reading at an appropriate decoding level every day. The

homogeneous groups in the Phonic lessons help us to focus the teaching and ensure pupils

learn to read quickly.

 

Staff teaching Read Write Inc. Phonics record the results from the Assessments 1 and 2,

which take place every six-eight weeks. This data allow us to intervene in different ways. For instance, we quickly move pupils to another group if they are progressing faster than their peers. Those who continue to struggle have one-to-one tutoring so that they keep up. All the pupils are engaged, with a positive impact on their behaviour. They learn to

participate fully: we agree with them the rules for working in a group or discussing with a

partner. We discourage ‘hands up’ for answering questions because we believe that all

pupils should answer every question. The teacher selects pupils to answer.

 

The Read Write Inc. programmes have detailed lesson plans. These give the teachers

practical day-to-day guidance, but we work hard to build on these plans so that the lessons are matched carefully to the needs of their particular group. Every activity is prepared thoroughly and has a clear purpose. The teacher explains this at the beginning so that the pupils understand, during the activity, what they are learning and why.

 

Pupils in the ‘lowest’ attaining group have the widest variety of needs. This is therefore the least homogeneous group. In order to give these pupils the same carefully targeted teaching as all the other groups, some of these pupils have daily one-to-one tutoring for 10 to 20 minutes, in addition to their group session in the morning. This tutoring helps us to meet their individual needs. Once these pupils have learnt to read they will receive additional support when learning to spell.

 

Feedback and marking:

We emphasise constructive feedback. For example, we praise pupils for how hard they work together to ensure that their learning is successful.

We have clear systems for marking pupils’ work. Pupils know their teacher’s expectations for each activity. We mark short activities with the pupils in the lesson. Extended pieces are marked afterwards. We discuss the outcomes with the group and individuals so that the marking is genuinely used to take forward pupils’ learning.

 

Intervention:

Precision teaching in KS2 for reading and additional phonics learning and high-frequency words.

 

 

Assessment of Reading across the school:

Assessment for learning underpins teaching and learning in English. Children’s work is regularly assessed through observation, discussion, scrutiny of work and evaluating outcomes.

  • Termly Pupil Progress Meetings are used to track the progress of each child in reading and writing across the year.
  • Pupil Trackers are updated regularly electronically.
  • End of year screening in Reception.
  • Baseline in Foundation
  • Phonics screen in Year 1
  • Year 2 NC tests.
  • Years 3, 4 and 5 optional tests (NFER)
  • Year 6 NC tests.
  • Half-termly Read Write Inc assessments for KS1
  • Tracking in reading against targets.
  • Reading Masters books.
  • Phonics check through Read Write Inc assessments - spelling and reading.
  • TAs comments in black folders during daily and weekly reading
  • Reading records.

 

 

Monitoring:

During the course of the year, reading is monitored by all staff at different levels. Below is a summary of the monitoring cycle that occurs. This is also then unpicked through pupil progress meetings once a term. A termly impact report is completed by the English lead and this the fed back to teachers and SLT. All data is then reported to governors twice a year. The English lead looks at all data for KS1 and KS2 every half-term. The phonics lead is out of class daily during the Read Write Inc sessions to monitor quality and coaching on techniques.

 

Monitoring arrangements:

 

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

SLT

Review Reading Masters books at SLT

 

English Lead check black every child folders.

 

EL checks Reading data

English lead report back to governors.

 

 

English Lead check black every child folders.  

 

EL checks Reading data

English lead checks quality of Reading Masters books

English Lead check black every child folders.

 

EL checks Reading data

Review Reading Masters books at SLT

 

English Lead check black every child folders.

 

EL checks Reading data

English lead checks quality of Reading Masters books

English Lead check black every child folders.

 

EL checks Reading data

English lead report back to governors.

 

 

English Lead check black every child folders.

 

EL checks Reading data

Teachers

Check AR quizzes, word counts and accuracy.

 

Assess knowledge in Reading Masters

Check AR quizzes, word counts and accuracy.

 

Input reading data

Check AR quizzes, word counts and accuracy.

 

Assess knowledge in Reading Masters

Check AR quizzes, word counts and accuracy.

 

Input reading data

Check AR quizzes, word counts and accuracy.

 

Assess knowledge in Reading Masters

Check AR quizzes, word counts and accuracy.

 

Input reading data

TAs

Check appropriate book level.

 

Ensure use of reading records and track home reading.

 

Track quiz usage and accuracy.

Check appropriate book level.

 

Ensure use of reading records and track home reading.

 

Track quiz usage and accuracy.

Check appropriate book level.

 

Ensure use of reading records and track home reading.

 

Track quiz usage and accuracy.

Check appropriate book level.

 

Ensure use of reading records and track home reading.

 

Track quiz usage and accuracy.

Check appropriate book level.

 

Ensure use of reading records and track home reading.

 

Track quiz usage and accuracy.

Check appropriate book level.

 

Ensure use of reading records and track home reading.

 

Track quiz usage and accuracy.

 

 

AR Reading:

 

Accelerated Reader (AR) is a reading management and monitoring programme that aims to foster independent reading. The internet-based software assesses reading age, and suggests books that match pupils’ needs and interests. Pupils take computerised quizzes on the books and earn AR points as they progress. The English Lead in the school tracks the word counts, successful passes of quizzes and ZPD across the school and feeds back to teachers. This can then influence planning and appropriate selection of books for children at an appropriate decodable level.

 

See link below with reference to a study carried out by the EEF supporting the effectiveness of using AR:

https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/accelerated-reader/

 

Reading Masters:

In Year 3 to 6, all children follow the Reading Masters scheme, a programme devised by staff at Vauxhall Primary School. 

 

Reading Masters is a five-day per week programme for reading fluency and comprehension. Each day a specific reading skill is taught, modelled and practised in a whole class setting.

 

There are five elements to this intervention:

 

  • text and talk fluency
  • retrieval
  • inference
  • structure and grammar
  • points of view: prediction and wider context.

 

A study by the University of York has found that Reading Masters had a positive impact on pupil progress in reading comprehension . Results also showed a statistically significant impact on pupils with English as an additional language, although this analysis was unplanned in the original proposal and so this finding should be interpreted with caution.

 

To ensure coverage of genres experienced in Reading Masters, teacher follow the guidance below to range the texts chosen each half term:

Genre coverage (any order):

2 weeks fiction

2 weeks non-fiction

2 weeks poetry

 

 

 

Every child, every week:

Every children will be heard once a week. The bottom 20% will be heard daily. Four times a week, they will group-read (echo reading, choral, etc), and on the fifth day they will read 1:1 with an adult. This supports the view that Ofsted have recently stated in their deep-dive looks at reading using the new framework.

 

‘Good phonics teaching will make sure that all children learn to read early, regardless of their background. It is easy for inspectors to find out if a school has a team of expert reading teachers: if the slowest progress readers in key stage 2 can read age-appropriate unseen books with fluency, inspectors know the school has made reading its priority.’

 

 

Equal Opportunities:

 

At Knowle we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, irrespective of race, gender, disability, religion and belief, or socio-economic background. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life.

 

We aim to provide all our pupils with the opportunity to succeed, and to reach the highest level of personal achievement. To do this, we will:

 

  • Use contextual data and individual education plans to improve the ways in which we provide support to individuals and groups of pupils.
  • Monitor achievement data by ethnicity, gender and disability and action any gaps.
  • Take account of the achievement of all pupils when planning for future learning and setting challenging targets.
  • Ensure equality of access for all pupils and prepare them for life in a diverse society.
  • Use materials that reflect the diversity of the school, population and local community in terms of race, gender and disability, without stereotyping.
  • Promote attitudes and values that will challenge racist and other discriminatory behaviour or prejudice.
  • Provide opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures.
  • Seek to involve all parents in supporting their child’s education.
  • Encourage classroom and staffroom discussion of equality issues which reflect on social stereotypes, expectations and the impact on learning.
  • Include teaching and classroom-based approaches appropriate for the whole school population, which are inclusive and reflective of our pupils.

 

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Class Dojo
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Class Attendance
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