The Teaching of Reading at Belfield Community School

Our Vision for

Reading.

We believe every child has the right to leave school being able to read fluently and well. We are also committed to enabling our children to actively enjoy reading for pleasure. Reading is the passport to so many opportunities and opens so many doors in the world. Our reading spine introduces children to books that they can study and be involved with. We have class novels and expect children to be read to every day. We have an onsite library that children visit and we have reading club every dinner time. Throughout the year we have a range of events for parents: Reading Café, “Helping your child with reading” workshops and lots of website support. We believe that the best way to produce confident, fluent and enthusiastic readers is through partnership with our parents and carers

 

 

Content and Sequencing

Books are a focus of all we do - children are read to by an adult every day. We see reading as two key skills: decoding and comprehension.

We begin the teaching of reading (decoding) through a synthetic phonics programme Letters and Sounds. There is a daily session in FS and KS1 of 15/20 mins. The children learn letters (graphemes) and corresponding sounds (phonemes) they blend and segment these sounds to read words and spell them.  This begins in Nursery with Phase 1, Phase 2&3 secured in FS where we also begin phase 4. Phase 4 and 5 is secured in Year 1, Phase 6 in Year 2.

Children bring two types of books home. “Books I can read to you” (all children have these until they have mastered their phonics) and “Books you can read to me” (a book an adult can share because the children cannot decode it fully). Once children are confident with their phonics they have access to a range of colour coded books that become increasingly challenging. All FS, KS1 and LKS2 classes have their own reading corner, UKS2 have a small library area where children are able to choose their books to read and take home. Our literacy teaching follows a reading week and writing week format. Children are taught how to read and answer a range of comprehension questions, we get support from using content domains. Teaching new vocabulary is a vital part of the comprehension sessions. See below reading session. All children have access to Guided Reading in KS2 this takes the form of whole class reading. It is supported through Cracking Comprehension.

                              

Links across the curriculum

Reading is the passport to all other subjects in school.

Reading therefore is reinforced and practiced across all subjects.

Knowledge organisers introduce new vocabulary.

Tier 1 vocab basic high frequency used in spoken language

Tier 2 High frequency multiple meaning, written text

Tier 3 subject specific.

The wider curriculum is therefore essential to support and develop tier three vocabulary.

 

Reading session

Vocab preview

Key Skill

Read text

Model of strategy

Opportunity for independent attempt. Sentence stems and APE

Teacher works with group who need the additional support.

Teaching fluency is key through all lessons.

Progress/assessment

We follow our developed Road to Reading to assess and monitor progress.

In FS and KS1 children undergo regular phonic assessments.

2019 DATA

EYFS – Exp   Exc

                                    59%  2%

Y1 Phonics

73%

KS1 – EXS    GDS

                                  77%    5%

KS2 – EXS    GDS

                                 69%    16%

At end of KS2, Disadvantaged chn perform better in reading than the school average and make more progress. As a school we make average progress (+0.6)

Support

 All children are expected to learn to read.

We have a range of evidenced based intervention when gaps begin to appear.

Phonics, five minute boxes, project x code. The majority of TAs have had training in reading intervention.

 

 

Whole school targets

To increase the number of children reaching GDS at the end of KS1 and KS2