Reading

Reading Statement of Intent

At Christ Church, we use picture books, novels, poems and factual texts from EYFS to Year 6 to engage

and stimulate learning. We ensure children are exposed to high quality literature that deepens and

challenges their knowledge and understanding. We encourage children to be ‘active’ readers. This means

we want children to be asking questions as they read, we want them to be puzzled by the challenging

pitch of the selected texts and we want them to be making predictions and reflecting on what they have

read. Although independent reading time is crucial for enjoyment, reading encompasses many other

skills, which need discrete opportunities to explore. We have whole school guided reading sessions where

the children focus on developing specific reading skills.

Reading is taught through shared reading sessions, guided reading sessions and opportunities to practise and consolidate skills through independent reading. During these sessions, staff use a wide range of strategies to try and enhance the teaching of reading. Some of these are outlined below:

  • Modelling and discussing the features of written texts through shared reading of texts.

  • Giving direction to develop key strategies in reading.

  • Demonstration – e.g. how to use punctuation when reading, using a shared text.

  • Explanation to clarify and discuss e.g. need for grammatical agreement when proof reading.

  • Questioning – to probe pupil’s understanding of text. Investigation of ideas – to understand, expand on or generalise about themes and structures in fiction and non-fiction.

  • Discussion and argument – to justify preference.

  • Provision of a wide range of fiction and non-fiction genres, for the children to choose from.

Reading Statement of Implementation

Reading Schemes

It is important for children to access texts that are appropriate for their ability in reading in

order to enable them to apply the skills taught in phonics as well as other reading skills.  

Books for individual and guided reading (in EYFS and KS1) are banded according to colour

bands.  In KS2 guided reading is taught through whole class study of quality texts, many of

which are matched to the themes being studied across the curriculum. Throughout the school,

phonically decodable books are also used, and these are allocated according to Benchmark

assessments.  It is vital that early reading is done using phonically decodable texts and

therefore we ensure that the first books children receive to read at home are matched to the

phonic step they are on and contain graphemes that they will be familiar with at any point in their learning.   A range of reading schemes is used in school including: Bug Club, Oxford Reading Tree, Rigby Star and Big Cat. 

Children are regularly assessed to ensure that their reading level is correct for them using

running records, PM Benchmarking and reading conferencing.

 

Phonics

Children in Reception and KS1 receive daily interactive phonics lessons to embed the skills of recognising graphemes and blending to read unknown words. There are also additional groups to pre-teach and repeat parts of the programme as needed throughout the school. It is important that children are given equal opportunities to practise and apply their phonics skills in writing and reading tasks so that they can understand the relationship between decoding skills for reading and encoding skills for spelling.

 

Comprehension

Reading for meaning is embedded in our teaching across the school. Alongside guided reading lessons, each class holds a supported written comprehension lesson each week to help children express their understanding.  In EYFS and KS1 discussions are predominately verbal with some recording beginning in Year 1. The children then have a chance to practise new skills and show their understanding through complementary follow-up tasks. There is also a focus on language – discovering new words and understanding their meaning so that children can extend their vocabulary repertoire in both reading and writing. In KS2 there is a greater focus on written responses to

questions showing a progression in comprehension skills in line with the National Curriculum requirements. 

 

Speech and Language

We recognise that communication is crucial to future success for our children and the development of excellent speaking skills underpins all areas of our curriculum. Vocabulary is explicitly taught through topic work and in guided and shared reading and writing. Talk for Writing provides a structured platform to develop children’s speaking skills. There are also opportunities for children to develop their awareness of an audience through a range of performance activities, including productions, poetry performances, debates, assemblies and presentations.

 

English Interventions

We provide a range of support to minimise the gaps in children’s attainment in reading.  These include phonic support at sound, sight word, word and sentence level, fluency support, additional guided reading pre-reads, inference training, Rapid Reading and 1:1 reading. Some children have also recently been able to access extra support through the NELI and Lightning Squad interventions, which supports catch up learning.

 

Reading Statement of Impact

 

Children at Christ Church, love reading; they love listening to stories; they love sharing books with their friends; they love “escaping” with a book themselves. 

 

As we believe that reading is key to all learning, the impact of our reading curriculum goes

beyond the result of statutory assessments. Children have the opportunity to enter the wide

and varied magical worlds that reading opens up to them. As they develop their own interest

in books, a deep love of literature across a range of genres cultures and styles is enhanced.

 

Through the teaching of systematic phonics and reading enquiry, our aim is for children to

become fluent and confident readers who can apply their knowledge and experience to a range

of texts through the Key Stage 2 curriculum.

 

As a Year 6 reader, transitioning into secondary school, we aspire that children are fluent, confident and able readers, who can access a range of texts for pleasure and enjoyment, as well as use their reading skills to unlock learning and all areas of the curriculum.  Our parents support the children by regularly sharing books at home and contributing to their reading records.

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