Skip to content ↓

English Reading

Intent

At Trumps Green Infant Green School, reading is at the heart of all we do and is a key driver for our curriculum.

It is our intention to ensure that all pupils are able to read fluently and with confidence by the time they leave us for junior school.

We, therefore, intend to encourage all pupils to read widely across both fiction and non-fiction to develop: knowledge of themselves and the world in which they live; to establish an appreciation and love of reading; to gain knowledge across the curriculum; and develop their comprehension skills. We are committed to providing vocabulary rich reading material and closely matched phonetically decodable books.

Implementation

  • High quality systematic teaching of synthetic phonics has a high priority throughout Foundation Stage and Key Stage 1. Phonics is taught daily for 20-30 minutes, following the Letters and Sounds programme, to all children in Foundation Stage, Year 1 and Year 2.
  • Planning is based upon Letters and Sounds.  Lessons follow the recap/teach/practise/apply format. Staff systematically teach learners blending and segmenting.
  • Phonics is applied and reinforced throughout the day through targeted activities in Continuous Provision in Reception (either independently or through teacher led activities) and through application in all subjects in Years 1 and 2.
  • As soon as children start in Reception they are introduced to books.  As a whole class children look at, share and talk about their books together.  This is continued throughout Reception during their weekly library sessions.  Individual reading books are introduced to children on a 1-1 basis with the teachers modelling the reading of the books.  Parents attend a Reading meeting in September where they are introduced to process of teaching reading and supporting early reading is modelled to them.  Children in Reception and Year 1 take home weekly phoneme books which contain the phonemes taught for the week and previous week to practise at home.  This, along with reading, is set as daily homework.
  • Phase 2 activities are planned into continuous provision and targeted adult led sessions for those children who need to consolidate Phase 2. 
  • On entry to Reception, children’s phonic knowledge is assessed.  Children are placed into ability groups from Spring term based upon the number of phonemes they know and their application of them. In Years 1 and 2 phonics is continued to be delivered in an ability-group format, within year groups, as it enables staff to ensure application across subjects, embedding the process in a rich literacy environment for early readers.
  • All children practise early reading with fully decodeable books.  Every child is assessed on a half termly basis.  Once children are reading fluently, confidently and with good comprehension (End of phase 5/6 Turquoise), they move on to book banded books.   
  • Before starting the book the phonemes contained within the book are practised and children and teachers blend and segment the words.  The high frequency words within the book are introduced as well as any new vocabulary with its meaning being explained.
  • Comprehension skills are taught from the very beginning of reading with teachers checking children’s understanding of class books as well as individual readers and children being encouraged to generate their own questions.  In Years 1 and 2 children take part in Book Talk lessons for each of their Talk For Writing Units.  Children in Year 2 are taught a range of comprehension techniques within the unit and practise these using the class text.
  • All children from Year 2 take part in daily guided Reading sessions. 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. Fluency is assessed on a termly basis and interventions put in place for those who need it. 
  • Timely intervention is planned for those children who are working below expected levels as soon as needs are identified.  The lowest 20% of all readers in all year groups receive interventions three times a week either through additional phonics sessions or targeted reading sessions.
  • All classrooms have their own class reading areas.

Impact

The Reading curriculum is evaluated through:

  • Phonics assessments
  • EYFS data
  • Phonics screening and phonics resits data
  • KS1 fluency and word recognition
  • KS1 reading SATs results

 

Teaching and learning is evaluated by learning walks, drop ins, moderation sessions, pupil interviews and work scrutinies.
Internal moderations are carried out 3 times a yea​r, unless teachers wish to moderate with the English lead more frequently. 
External moderations are carried out once a year with learning partnership schools.  The analysis of this is used to identify areas of development and any children who are not making expected progress.

KS1 outcomes were moderated by external moderators in 2019.  The moderator summarised that there was a wide range of evidence used to form judgements of reading and that these were fully in line with the KS1 framework.  Teachers showed good knowledge of the children and there was support for parents in the reading records.