Implementation

• Our reading curriculum has been carefully devised to meet the needs of our schools and has been created around the Scarborough Reading Rope (Scarborough, H. S., 2001). We aim to teach child the discreet components of Word Recognition and Language Comprehension to enable them effective communicators and confident readers.
• Children in EYFS and Year 1 follow Little Wandle Letters and Sounds which is a complete systematic synthetic phonics programme. They receive 30 minutes of discreet phonics teaching each day and is complimented with further application practise, in both tailored sessions and continuous provision (EYFS).
• Children in EYFS and Year 1 apply their phonics into reading through 'Reading Practice Sessions'. These take places three times each week and focus on building fluency, prosody and comprehension. Books are carefully aligned to children's phonics learning and assessments.
• Children in EYFS and KS1 take home two books each week. One is closely aligned to their current phonics level and parents work with their children to embed learning and build fluency. They also take home a story to share for pleasure which they select from the school library. 
• Children in Year 2 (who have secure phonics knowledge) and KS2 use Accelerated Reader to assess their level and comprehension skills. When they have read a book of their choice, they quiz to ensure understanding. 
• Children in Year 2 (who have secure phonics knowledge) move away from group reading and begin reading fluency sessions to continue their reading journey ready for KS2. 
• Whole class reading sessions take place fours times a week across from Year 3 upwards. These sessions follow a progression of skills and help children to develop their decoding and comprehension skills, as well as fluency. 
• A Progression of Reading has been developed across both school which breaks down learning and objectives into year groups. Staff use this to ensure coverage of the curriculum, discreet reading skills and to aid assessment. The document is broken down into ‘Word Reading’ and ‘Comprehension’ which are they broken down into more focused sections e.g. ‘Understanding the Structure of Texts’. This document is based on FFT’s Reading Comprehension Framework. Staff use this document to plan well structured, effective reading lessons and ensure progression through school.​​​​​​​

  • Develop positive attitudes to reading

  • Skills and strategies to read for understanding

  • Understand the vocabulary used in texts

  • Express, record and present their understanding

  • Understand the whole text

  • Retrieve information from texts

  • Inferential understanding

  • Reading to find out

• Teaching reading through the whole class approach means that the teacher can plan activities which allow all children to access discreet reading teaching each day. Differentiation can be achieved by progressively increasing the difficulty and amount of text the children work on. In addition to this, further support can be provided when needed, along with structured questioning. Furthermore, by teaching the whole class the same objective allows the teacher to focus on one objective in depth and better prepares children for the expectation of written responses at the end of KS2. Teachers work alongside the English lead to plan texts to be used in Whole Class Reading sessions which include a range of fiction (novels, extracts, picture books and short stories), non-fiction and poetry.

  A variety of teaching strategies will be used during whole class reading sessions, including Reciprocal Reading and a range of strategies taken from the ‘Framework for Reading Comprehension (outlined in our progression). A suggested structure can be found below this paragraph. However, teachers are expected to use their own judgment and alter this slightly to suit the needs of their class.

• Key readings skills have been selected to focus on during these sessions and these are displayed in the classroom.

• All classes have a dedicated daily session where a class text is read aloud. There is a diverse range of texts allowing children to access stories from a range of different authors.
• Reading progress is closely monitored throughout school through a range of assessments (phonics, STAR reader, NFER) and precise, tailored interventions are quickly and effectively put in place to help children to keep up. These include Little Wandle Letters and Sounds interventions, Dyslexia Gold and Reading Fluency Groups. 
• Reading progression documentation is embedded to ensure clear progression of knowledge throughout the school. 
• Each year group has a carefully planned, diverse reading spine to ensure high quality, age appropriate texts are available. 
• Opportunities for curriculum adaptation and challenge, pre teaching and interventions for those children who may require it, including those with SEN, throughout a topic or prior to a new topic being taught.