At St Andrew’s CE Maghull, we believe that a quality Reading curriculum will develop children’s love of reading, allow them to access all other parts of the curriculum, and give our children the skills needed to fully participate and flourish in society. We aim to inspire an appreciation of our rich and varied literary heritage and a habit of reading widely and often. We aim to enable all children to:
develop positive attitudes towards reading so that it is a pleasurable and meaningful activity;
use reading skills as an integral part of learning throughout the curriculum;
read and respond to a variety of texts whilst gaining increased level of fluency, accuracy, independence and understanding
develop different strategies for approaching reading and be able to orchestrate the full range of strategies
In order to do this, we ensure pupils have access to a wide range of reading opportunities that include:
guided reading (whole class in KS2 and in smaller groups in KS1)
shared reading (children will share a whole class novel in shared reading)
regular independent reading
hearing books read aloud on a daily basis
selecting own choice of texts including ICT texts
reading in other subjects including ICT texts
Much of the Programme of Study will be taught through English lessons. Additional time is provided on a regular basis for reading at other times. There is time set aside for independent reading, using the library, listening to whole class stories and reading linked to other subjects through high quality texts.
Teaching and Learning
Teachers and all staff promote and value reading as an enjoyable activity and a life skill. Teachers plan for a range of comprehension strategies that allow pupils to engage with text in a variety of ways to suit different learning styles.
In shared reading the teacher models the reading process to the whole class as an expert reader providing a high level of support. Teaching objectives are pre-planned and sessions are characterised by explicit teaching of specific reading strategies, oral response and collaboration. Texts are rich and challenging, beyond the current reading ability of the majority of the class.
In guided reading, texts are chosen to match the ability of the class/group but still provide an element of challenge. Guided reading provides a forum for pupils to demonstrate what they have learned about reading; the focus for the reading is concerned with extending strategies/objectives taught in shared reading. Teachers plan for independent reading activities during sessions of Literacy teaching. Texts are selected so that pupils can access them without support. The focus for the reading is to provide practice and develop personal response to text.
Many other opportunities are provided for pupils to practise and extend reading in other subjects. Pupils select texts under the guidance of the teacher for independent and home/school reading. Teachers monitor independent reading and discuss progress with individual pupils on a regular basis. Where pupils are working below age appropriate objectives they have the opportunity to participate in the Better Reading Partnership Programme and other specific support activities.
All teachers are responsible for providing a stimulating reading environment, promoting book ownership and recommending books to pupils. Classroom and central displays are language rich and special displays should promote authors and books.
Reading at home is regarded as an important part of reading development. Parents are encouraged to hear their children read daily (5 times per week) and respond to their child’s reading through Reading Records that are sent home daily and updated by a member of staff when necessary. Parents should make any responses before the record is brought in to be checked the next day.
All teachers are responsible for hearing children read at least once per week and TAs hear children read weekly where possible. This should ensure that all children are heard read by an adult at least twice per week although this may be more frequent depending on need.
Early Reading through Phonics
At the start of a child's journey as a 'Reader', they need to be given the skills to decode and gain fluency in the varied sounds and letter representations in Phonics. At St Andrew’s Primary School, all children in Reception, Year 1 and Year 2 receive a daily phonics lesson. Our planning, for these lessons, is based on the DFE Letters and Sounds document. (Follow this link to our Phonics Policy - https://primarysite-prod-sorted.s3.amazonaws.com/standrews/UploadedDocument/99068d6cab6d4382988b30ba5ecf1130/phonics-policy-2019-pdf.pdf) Phonics lessons are taught for between 20-30 minutes per day, every day, in Reception and KS1. As well as this, children who need extra support in Phonics, past the end of Year 2, will also receive continued support through the Phonics phases as they progress through KS2. In this way, all children will develop into competent, fluent 'readers' as they journey through our school.
All classrooms have a well-stocked book area with a range of fiction and non-fiction. Pupils also have opportunities to read magazines, information leaflets and ICT texts. The school library is an important resource and pupils are taught how to use it appropriately. In KS2, children will be guided to self-select reading books that follow our 'book band' scheme and support their development in Reading appropriately. In KS1 and Reception, children will have books selected for them, by an adult, that support the phase of Phonics progression that they are currently on, by mirroring and extending upon the phase that they are working on in class.