Reading

Our reading curriculum strives to foster a love of reading. It is our intent that all children become confident, fluent readers and show good understanding by the time they leave primary school. We aim to develop their phonemic awareness, phonics, fluency, vocabulary and comprehension. We want the children who leave Woodford Halse Primary Academy to have excellent comprehension so that reading is not a barrier to all other areas of their life. All good learning goes hand in hand with good reading skills, and we want to ensure that children are passionate about reading.

Learning to read is one of the most important things a child will ever learn. It underpins everything else, so we believe in putting as much energy as we possibly can into making sure that every single child learns to read as quickly as possible. We also want our children to develop a real love of reading and to want to read for themselves. This is why we work hard to make sure children develop a love of books as well as simply learning to read. We ensure a consistent approach to reading is taught, which starts in EYFS and KS1 with early reading and phonics using Read Write Inc, and moves to building on fluency and comprehension from Year 2 - Year 6.

Children who have completed the phonics screening check from Year 2 to Year 6 take part in daily whole class reading lessons. We use the reading VIPERS (Vocabulary, Inference, Explanation, Retrieval and Summarise/Sequence) as a way to teach the skills needed to comprehend texts throughout the week. These skills are then applied independently on a Friday. A book is focussed on each half-term in each year group, allowing texts to be picked apart, extracts used, new vocabulary explored and fluency developed through modelled, echo and choral reading.

All teachers use these to introduce pupils to a range of genres and to teach a range of techniques which enable children to comprehend the meaning of what they read. More complex questions are evaluated between wider groups and teachers model how to refine answers to a high standard. Each week, all pupils will also complete a mixed independent VIPERS session, which enables teachers to elicit the needs of children individually and identify areas for future development.

Above all else, we want our children to enjoy reading and have the confidence to read independently, exploring a range of genres and authors. All children have access to the library within school, as well as in their classrooms. We have designed the library carefully to ensure it is inviting for all children. Across the curriculum, teachers carefully choose high quality texts linked to their topics, interests and to include a range of diversity. These are within their classrooms so that children can have constant access.

For their reading books, children select books from the library from their year group recommended reads (or phonic levelled books for those not reading at their reading age). These are monitored by the teacher. Along with this, they have access to Key Stage library books of choice to share with friends and adults at home to promote the love of reading. Children are encouraged to share these books with adults, allowing them to be supported where needed. Our library allows access to a range of genres, and includes a wide choice of text types.

All children are encouraged to read a minimum of three times a week to an adult at home and record it in their Reading Records.

Every classroom has a reading corner, equipped with a wide variety of fiction, non-fiction, poetry and topic-themed books for children to choose from. There is an area where recommendations are made by both adults and children in school, and time is given to discuss these recommendations.

At Woodford Halse Primary Academy, children are assessed using a variety of methods. At the start of the year, children will be baselined using a Test Base test (or SATs paper in Years 2 and 6) to assess where they are. For children identified as reading below their age expectation, a phonics assessment is used to place them into groups to support these children. They will then sit an age appropriate Test Base test from years 3-5, along with practice SATs in Years 2 and 6 to assess their progress at the end of each big term throughout the year. In addition, evidence from weekly VIPERS sessions is used to formatively assess children to identify gaps and plan subsequent lessons. In September and at the end of each big term, children’s fluency will be assessed using age-related texts. The expectation for children to read fluently is to be able to read 90 words per minute in Year 3, 100 words per minute in Year 4, 110 words per minute in Year 5 and 120 words per minute in Year 6. Children not reading fluently will be supported through intervention weekly, and reassessed at the end of every half-term.

Through our approach to reading, children will read with fluency, confidence and show an understanding of what they have read. They will have developed a love of reading and be able to take part in discussions around a variety of genres and texts. Children will use what they have learnt to read to be able to develop their knowledge and understanding in other areas of the curriculum.

Reading at Woodford Halse Primary Academy will allow:

• Pupils of all abilities will be able to succeed in all reading lessons
• Pupils will enjoy reading across a range of genres
• Once children have progressed through Read Write Inc, pupils will use a range of strategies for decoding words, not solely relying on phonics
• Pupils will have a good knowledge of a range of authors
• Pupils will be ready to read in any subject in their forthcoming secondary education
• Parents and carers will have a good understanding of how they can support reading at home, and contribute regularly to home-school records
• The % of pupils working at ARE within each year group will be at least in line with national averages.
• The % of pupils working at Greater Depth within each year group will be at least in line with national averages

We aim for all of our children to leave our school ready, resilient, respectful and reflective with a thirst for life and all it has to offer, and as confident children with a love of reading.