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Reading Rationale
Writing At Horsley school writing is at the heart of our vision. The English curriculum is taught using a range of strategies which develops children’s writing skills through imitation, innovation and independence. Hot and cold writes, theme days, whole school activities and cross-curriculum opportunities within the school day enrich and develop the children’s development in English. GPS Alongside our rich writing curriculum, children experience lessons on grammar, punctuation, spelling and handwriting. Rigorous teaching and embedding of key grammar skills in English ensure that pupils have the opportunity to apply these skills in innovative ways and add depth to their understanding. Reading Daily Supported Reading in EYFS and KS1 (DSR) and Destination Reader in KS2 (DR) form the basis of our teaching of reading across the school. Reading is assessed in KS1 using PM Benchmark and in both key stages using PIRA assessment papers. A love of reading is promoted throughout the school and our library is packed with inspirational books, which are updated regularly. Spelling Spellings are taught throughout the week in discrete lessons focusing on a spelling pattern. A test is administered to check understanding and children who reach 100% get their names put into a prize draw and celebrate in achievement assembly. Reading PolicyIntent
We believe that all children should have the opportunity to be fluent, confident readers who are able to comprehend and understand a wide range of both fiction and non-fiction texts. We want them to develop a love of reading, a good knowledge of a range of authors and be able to understand more about the world in which they live, through the knowledge they gain from texts. We achieve this through a consistent approach of phonics and reading teaching throughout the school. At Horsley, we strive to provide reading materials from a range of cultural backgrounds and authors. We encourage a home school partnership which enables parents and carers to understand how to support the skills taught in school. Implementation Our reading scheme has strong links to our phonics teaching as we believe it is essential for children to become fluent readers. All books have been extensively reviewed to ensure that they a 100% decodable match to the sounds and high frequency words that each child has been taught. Books not meeting these criteria have been retained to act as a challenge book where children have the opportunity to practise the other reading skills such as: picture cueing and using context to identify unknown words. These books are still tightly matched to phonic teaching, although not they have a few additional words with which the children may need support as they are not 100% decodable. Children in EYFS are given two reading books on a Monday and two on a Friday. Y1 children are given 3 books on a Monday and 3 on a Friday. We want to ensure that children can confidently use their phonic knowledge to sound words out and that they also recognise some high frequency words. The expectation is that these books are repeatedly read at home to embed the sounds that they have been taught as well as have the opportunity to develop their fluency skills. At Horsley, in KS1 and KS2, we have dedicated reading sessions (this is separate from phonics and spelling lessons). During these sessions children have opportunities to read as a whole class reading session, with activities linked the reading or a chosen text selected by the class teacher, and a library day where they will be set tasks or activities as well as reading aloud to an adult and for pleasure. During the whole class sessions, the aims and objectives of the national curriculum will be embedded as well as giving all children to opportunity to read aloud to adults and their peers, ask questions, develop their vocabulary and embed punctuation and grammar. At Horsley we have broken down the Reading National Curriculum into seven strands. These are:
At Horsley we have a progressive curriculum and we have designed reading grids which break down the strands within each year group. Impact We have high expectations of the phases and sounds in which we wish children to be secure in by the end of Autumn 2, Spring 2 and Summer 1 in order to ensure that children are ready for the statutory phonics screening check. (see teaching sequence in appendix) Children are also assessed using Insight against the Development Matters and National Curriculum objectives, for reading, for each year group. The impact of teaching is measured through these termly assessments of the children. These assessments are looked at by the English Lead (Phonics will look at phonic data) and all will hold discussions with class teachers, during Narrowing the Gap meetings to determine any gaps and additional intervention that may be required. Any reading interventions are regularly reviewed to ensure that they have having an impact. Our School Library
VIPER Reciprocal Reading
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PM Levels and Book Band Colours
Spellingframe includes all the words - both statutory and the example words - from the National Curriculum for Spelling for Year 1 to Year 6. Choose a spelling rule and each word is read aloud and provided within a sentence for context.
Our weekly spelling competition, "In It to Win It', inspires children to learn their spellings and to use them accurately in their writing. Children are entered into the prize draw on successfully reaching full marks in their spelling test.
This intervention is for pupils who can read, but need a little extra work on fluency, story voice and pace. The main aim is to develop independent reading and comprehension skills. It aims enable children to be independent problem solvers who read with understanding and enjoyment.
BR@P is a 10-week intervention programme delivered one-to-one, by a trained adult three times a week. Each session lasts 15 minutes and includes:
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