Reading is at the core of our English curriculum, as we believe that when our pupils become confident and inspired readers, it gives them the opportunity to open the gateway to lifelong learning.  We take into consideration that the reading ‘journey’ begins prior to the children starting school, yet once the children are in school each year group will develop the differentiated skills.

Our reading curriculum is based upon and designed from the National Curriculum guidelines, our termly Cornerstones topics and through pupil’s choices and enjoyment.  This is to ensure that full coverage is achieved and promotes both the confidence and improvement of language and English skills.

In every class, the pupils will share a rich variety of texts and genres throughout all subjects, and have continuous access to both class and school libraries.  Within our reading lessons, the children will develop their de-coding skills, progressively understanding comprehension through retrieval of information and inferring/deduction skills. 

Statement of Intent

At St Mary’s Catholic Primary School, the aim of teaching English is to ensure that our children both enjoy and effectively practise the skills of reading, writing and speaking and listening. This is to enable and prompt our children to become literate and to be able to communicate effectively in the ever changing world around them. Our pupils will be given different opportunities to interrelate the requirements of English within a broad and balanced approach to the teaching of English across the curriculum, with guidance and support to consolidate and reinforce taught literacy skills. Statutory requirements for the teaching and learning of English are laid out in the National Curriculum English Document (2014) and in the Communication, Language and Literacy section of the Early Years Framework.

At St Mary’s our pupils are encouraged to become confident and engaged readers, who can read a wide range of genres independently and aloud. Our aim is to foster and develop a life-long love of books for both educational and enjoyment purposes. Reading is taught as a discrete and planned subject throughout the school in order to teach, develop and master decoding and comprehension skills. These skills are vital to the understanding of all subjects and are skills that are beneficial when taken in to adult life.

Implementation

Within our school curriculum we endeavour to provide a range of good quality fiction, non-fiction and poetry books for the pupils to access and these are located:

• in class during guided reading sessions, relevant learning/topic books and class novels
• from the school and class libraries
• within class/whole school assemblies

From Reception through Key Stage 1 reading is taught predominantly using the Little Wandle Scheme, and where appropriate continued in Lower Key Stage 2. The Little Wandle scheme focuses on:

• Daily phonics lessons in Reception and Year 1
• Daily Keep-up lessons ensure every child learns to read
• Teaching reading: Reading practice sessions three times a week
• Home reading
• Additional reading support for vulnerable children

Please refer to Little Wandle Phonics Policy for full details.

Reading and Comprehension

Once the Little Wandle scheme has been completed children read books that are appropriate to their age/stage and there is a variety of fiction and non-fiction texts from the banded book system. Reading and comprehension development will be monitored closely to ensure that both fluency and comprehension is matched to the individual pupils needs. These books are taken home daily and parents are asked to note in the reading record for adults to monitor/converse with parent/carers where required. By the end of Key Stage 2 children are expected to incorporate and record their understanding and comprehension of fiction, non-fiction and poetry texts. Directed reading sessions are on a regular basis, twice a week, and follow the designated year group objectives and these sessions are built upon previous knowledge and skills. This then enables us to maintain fidelity to our reading teaching scheme. Reading sessions are based upon the following key areas:

• Comparing, contrasting & commenting on texts
• Analysing and evaluating Words in Context
• Using Inference & Prediction.

For added enjoyment pupils have the opportunity to borrow books from the school/class library on a weekly basis, each class enjoy a novel together which can be read anytime during the school day and share books in termly reading assemblies.

Impact

Reading is assessed both by formative and summative assessment. Formative assessment is consistently ongoing by the class teacher (and other adults) through the daily teaching sessions, whereby misconceptions can be addressed accordingly. Summative assessment is completed across the academic year and is used to monitor and track pupil’s improvements and as a gap analysis tool to ensure coverage of year group objectives.