English - Reading

Intent

At Redhill, Reading is fundamental. 

Reading is a life skill which is the cornerstone to enabling our children to become articulate communicators and we use the National Curriculum to do this effectively. We believe that all children should have the opportunity to be fluent, confident readers who are able to successfully comprehend and understand a wide range of texts.

We want pupils 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. It is not only key for academic success across the whole curriculum but remains a crucial lifeline which prepares pupils for the next stage of their education. The aim for all of our children is to be able to read fluently and with confidence in many subjects. The foundations for successful reading at Redhill are formed through our comprehensive phonics programme: Read Write Inc. We use Read Write Inc because it provides a succinct, repeated learning process which allows Redhill children the opportunity to embed new skills before applying them in a comprehensive manner. 

At Redhill, we understand the importance parents and carers have in supporting their child to develop both word reading and comprehension skills, and so we aim to encourage a home-school partnership which enables parents and carers to understand how to enhance the skills being taught in school through good quality texts.   

 
 

Implementation

There are many layers to the effective teaching of reading at Redhill 

How we build our reading culture 

At Redhill, reading is an essential part of our curriculum offer. To ensure that our reading culture is sustained and embedded we use a range of strategies that are consistently evolving to adapt to the current needs of our pupils-if they see an adult, they see a reader.  

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Early Years and Foundation Stage

Pupils in the Foundation Stage and Early Years are introduced to reading through the Read Write Inc programme daily but staff have autonomy to adapt their teaching. They begin their reading journey, learning initial sounds and letter formation through rhymes, followed by segmenting and blending sounds into words, captions and sentences. Teachers and teaching assistants provide targeted support through daily reading interventions (running records) where targeted questioning requires pupils to discuss texts which lays the foundations for Key Stage 1 and Key Stage 2 comprehension skills. Children are encouraged to memorise their favourite stories; they build their vocabulary by making links between reading and writing and, through role-play, explore different characters, settings and events.  

Read Write Inc Phonics

As a school we teach early reading through the Ruth Miskin Read Write Inc scheme. It is a complete literacy programme, for 4 to 7 year-olds learning to read and write and for 7 and 8 year-olds needing to catch up quickly. Read Write Inc is taught from Nursery at Redhill where children are introduced to Fred the frog who can only speak in sounds and not whole words. Fred helps children to listen for sounds in words and blend them to make a word. Through rhymes such as Maisy Mountain Mountain and Nobby’s Net, children remember the diagraph and match it the phoneme (sound). Children use the rhymes to begin to form the letters.

Fred moves into Reception with the children to help them develop their sound knowledge into reading words. Children read words from flashcards using the sound buttons. The teacher touches the button as the children say the sounds with increasing speed to hear the word. This is called, “Fred out loud”. Once children have mastered Fredding out loud we move them on to reading with more fluency. Children are encouraged to Fred in their head which is saying the sounds in their head before saying the whole word aloud. This quickly progresses onto a speedy read whereby children can read the word with out segmenting.

Children are taught to use the sounds to spell words. At the end of each sound lesson, children are taught to segment words with the sound they have learnt. Children say the word listening for each sound before counting the sounds on to their fingers which we call Fred Fingers.

Most children in Reception are able to move onto learning the longer vowel sounds such as ay- may I play and ee – what can you see. As well as words containing close blends such as st and dr.  

Children begin to read sentences through ditty books moving onto short story books all matched carefully to the sounds taught. Through the reading books, children begin to learn common exception words known as, ‘the tricky words Fred can’t say’.

In Year 1 children are taught the alternative graphemes for a sound. Sounds like ee- ea- e-e. Children are also taught the letter name to match the sound. Children’s reading books increase in length as their sound knowledge and fluency increases.

Ruth Miskin's parent information page

Key Stage One

Pupils are taught in both whole-class, small and individual groups focussing on individual sounds, high frequency words and common exception/ nonsense words through Read Write Inc lessons and guided groups at least 4 times a week. We use the Read Write Inc agreed progression for the teaching of new sounds. Pupils in Key Stage 1 receive targeted reading interventions where they have the opportunity to practise their reading oral fluency and improve their comprehension skills on a 1:1 basis. These interventions take place either daily, three times a week or once a week depending on individual reading ages based on their chronological age.    

Reading resources in Key Stage 1 consists of: 

  • Independent readers: Oxford Reading Tree, Phonics Bug & Big Cat Collins 
  • Guided Reading: Reading Explorers / Reading Rocketeers / Guided Reading Skills Sheets 
  • Phonics: Decoding multi-syllabic words and alternative spellings as found in Read Write Inc 
  • Reading Aloud for Pleasure: daily sessions with author studies in class novel 

Assessment 

During the Summer Term, Year 1 pupils take part in the Phonic Screening check which assess their ability to apply what they have learned. Pupils who have not passed their screening will continue to have intervention to support their needs on an individual basis; they are retested in Year 2. We also use Salford Reading Tests which provide a standardised score and reading age. 

For children with a reading age above 6 years and 5 months, they will complete a STAR reading test (provided by Renaissance Place) which shows standardised scores, reading ages and reading growth aligned to the National Curriculum. STAR reading assessments provides staff with a comprehensive breakdown of next steps for each child.  

Key Stage 2

Key Stage 2 

Pupils continue their reading journey in a variety of subjects. Guided reading continues to be the main tool that we use for the teaching of reading in key stage 2 which is delivered daily using a range of methods and resources. One shoe does not fit all and so we tailor our approach to reading based on the needs of each cohort through small group reading sessions, whole class texts and comprehension quizzes provided in resources such as The Guiness Book of Records and PinPoint comprehension. We use a wide range of resources to expose children to a wide variety of text types and authors. Pupils are taught about different skills such as: inference, deduction, summarising, prediction, clarification and retrieval. We provide opportunities for the teaching of high-quality dialogue through our 1:1 reading sessions and group work. New vocabulary is taught through clarification and discussion and pupils are encouraged to use self-help strategies to foster independence 

Reading interventions continue to be an integral part of our children’s reading journey. A range of resources are used to support the teaching of reading comprehension; exposing children to a range of fiction and non-fiction texts. We use Accelerated Reader and MyOn to carefully track progress and practice at home. These programmes also provide pupils with the opportunity to choose their own books linking to their interests based on their personal reading ages. 

Reading resources in Key Stage 2 consists of: 

  • Independent Reading: Reading Stamina, Vocabulary, Higher Order Comprehension Questions. 
  • Oral fluency (Star Reading/ Year 5/6 Words Per Minute testing) 
  • Etymology and Morphology (Rising Stars Spelling) 
  • Guided Reading: Pinpoint, Reading Explorers, Guinness book of Records 
  • Reading Aloud for Pleasure: daily sessions with author studies 

Assessment 

Children will complete a STAR reading test (provided by Renaissance Place) each term, which will show their standardised score, reading age and reading growth aligned to the National Curriculum.  STAR reading assessments provides staff with a comprehensive breakdown of next steps for each child. For children who are unable to access the STAR reading tests, we continue to use Salford Reading Tests which provide a standardised score and reading age. 

Children are also encouraged to complete Accelerated Reader quizzes when they have finished reading their books which prepares them for the types of questions that they would receive in a reading assessment. In Year 6, children will complete the end of Key Stage Statutory Assessment in Reading.  

Impact

As a good school, we always aim for children to leave Redhill as competent readers who can recommend books to their peers; have a hunger for books and seeking out new authors, texts and genres which includes poetry and have a growing confidence in evaluating and discussing authorial language. 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 outcomes will always aim to be at least in line with national averages (2021) for both age-related and greater depth expectations in both Key Stage 1 and Key Stage 2. 

We want our pupils to acquire a range of self-help strategies so that they have the tools to continue to improve their reading skills in the future. We firmly believe that reading is the key to all learning and so the impact of our reading curriculum goes beyond the results of the statutory assessments. 

 

Parents

We endeavour to support our parents to support their children at home in a range of ways.  

These include: 

  • Staff supporting parents to grasp how reading is taught within school so that strategies can be mirrored at home through parental workshops and class-based sessions 
  • Through Termly Learner Conversations, we model for our parents how they can help their children at home. 
  • We provide examples of next steps within reading records.  
  • We run parent groups to support the teaching of phonics. 
  • Parents are signposted to resources which could support home learning. 

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