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Katesgrove Primary School

Aspire to be the best we can!

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Katesgrove Primary School Aspire to be the best we can!

English - Reading

Intent:

At Katesgrove Primary, we aim to provide children with a vocabulary-rich environment, high quality texts and inspiring reading opportunities. Our curriculum has been designed to ensure that all children:

  • Become enthusiastic, confident and motivated readers
  • Read accurately, fluently and with understanding
  • Gain a life-long love of reading
  • Be able to understand more about the world in which they live, through the knowledge they gain from texts

 

Implementation:

As soon as the children start in EYFS, we begin the teaching of phonics and start to develop children’s love of books by modelling reading, sharing stories and encouraging children to explore a range of books as part of their daily routine. We follow the Read Write Inc programme, which is a systematic and consistent approach to phonics. All children in Reception, Key Stage One and, where necessary, Key Stage Two have daily phonics sessions in small ability groups where they participate in phonic activities that are matched to their current needs. It is delivered using RWI consistent delivery practice. Timely intervention is planned for those children who are working below expected levels as soon as their needs are identified. Any child who is not working at the expected level will receive support such as daily 1:1 tutoring, extra reading with an adult and specific small group phonics intervention. All staff refresh their RWI phonics training yearly and any new member of staff is trained in a timely manner.

 

Our reading curriculum intent is planned to use the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year-by-year and sequenced appropriately to maximise learning for all children.

 

In whole class guided reading sessions, children develop their reading skills of decoding, Vocabulary, Inference, Prediction, Explanation, Retrieval and Sequencing/Summarising (VIPERS). Children also continue to develop their reading fluency skills, building upon their phonics knowledge and skills. Reading lessons will include the teacher reading out loud, time for discussion or analysis, written comprehension tasks and a specific vocabulary focus.

 

Our reading curriculum links closely with our theme-based curriculum and we use a text-based approach that enables us to create opportunities for reading, discussion and writing within English and theme lessons. All staff must have read the class reading spine book prior to teaching using the text. Texts used are carefully chosen to closely match the year group theme each term. The reading spine includes a range of books covering the 5 plagues of reading, which are complex beyond a lexical level and demand more from the reader than other types of book. Texts are also chosen to promote cultural capital; supporting children to develop the necessary knowledge, behaviours, skills and cultural awareness to be successful in society today and in the future. All teachers are expected to link some high-quality texts to learning sequences in science, history and geography and provide time for children to read as a way of increasing their subject schema.

 

Reading for pleasure is actively encouraged across the school. All classes are regularly exposed to a class reader to excite and engage the children, and to expose them to new and varied vocabulary. This text is chosen by either the staff or the children. The children have a choice of challenging and enriching texts available in classrooms, which are promoted through year group recommended reads lists.

 

Reading at home is strongly encouraged and celebrated. Children working on the Read Write Inc. programme take home a ‘book bag book’ matched directly to their current phonics level and are also encouraged to choose an additional book to share with their family at home. Following this, children work through our colour book band reading scheme, which are levelled books that match the child’s current reading ability. PM Benchmarking is used to assess which book band colour a child should be reading. We expect family members at home to read these books with their child at least five times per week and make comments in their child’s reading record. Once children have completed the colour book band scheme, they become free readers. Children can independently complete their reading at home record book and the expectation is that they do this at least five times per week.

 

Intended impact:

  • Through the teaching of systematic phonics, our aim is for children to become fluent and confident readers by the end of Key Stage 1. The children will then be ready to apply their knowledge and experience to a range of texts throughout the Key Stage 2 curriculum whilst also continuing to develop their fluency and comprehension skills.
  • Children will enjoy reading across a range of genres
  • Children of all abilities will be able to succeed in all reading lessons
  • The % of children working at ARE within each year group will be at least in line with national averages
  • The % of children working at Greater Depth within each year group will be at least in line with national averages
  • There will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged)