It is our intent at Chacewater to provide all pupils with a high-quality reading provision, which will enable our children to be well equipped to access all other learning on offer. We envisage that our pupils are able to read fluently and confidently in all subjects, across a range of genres, by the end of their primary school journey. This will be essential in developing a real love of reading and leave our pupils prepared for the next chapter of their education.
Implementation
To develop an enjoyment for reading: adults in school read aloud to children in daily dedicated 15-minute sessions; texts are carefully selected, using the Chacewater Reading Tree, which are beyond what the children could read themselves: and authors that they might not choose to read themselves.
Word Reading: Phonics is taught daily, in EYFS and KS1, following the Read Write Inc (RWI) progression of sounds to ensure a systematic approach. Pupils who are struggling with decoding skills (preventing them from accessing reading material) have targeted interventions or are part of a smaller reading group. Targeted intervention follows the RWI scheme and the Fresh Start Scheme in UKS2: staff implementing this are fully trained.
Once children have completed the RWI phonics, they move onto Accelerated Reader. The Accelerated Reader (AR) programme, ensures that children continue their reading journey in a structured way. Three 30-minute sessions per week are dedicated to independent reading, AR, where children are: supported in choosing books; read silently; read to adults; quiz.
Comprehension: The comprehension aspect of reading is taught through whole class and group sessions: using Read Write Inc Comprehension and Re-Think Reading. The knowledge and skills that pupils need in order to comprehend are very similar at different ages. This is why the Chacewater Reading tree ensures that the complexity of texts read increases the level of challenge.
Impact
The impact of the teaching of phonics can be seen in daily formative assessment and in summative assessment through half-termly RWI and phonics screening at the end of year 1.
The impact of the teaching of reading can be seen by daily formative assessment; teachers focus their questioning on the National Curriculum reading domains. To support the children’s understanding, dual-coding through ‘The Pawsome Gang’ is used. Summative assessment through: half-termly AR quizzes; termly NFER; and KS2 SATS.
For full details please open resource Reading@Chacewater
