Promoting 3 aspects in Reading:

Reading for pleasure, learning skills for reading (encoding and comprehension) and reading to learn

Links to speaking and listening, developing language and teaching of ambitious vocabulary

Phonics Scheme used in school: Bug Phonics and Rapid Phonics Pearsons validated by DFE

Implementation: Enabling all children to be a competent reader

• Whole school (Teachers and support staff) CPD to access resources and implement Quality first teaching

• Online digital resources and ebooks and physical resources purchased for whole school.
• Direct teaching of Reading occurs daily for children from Nursery to Year 2 with additional focused work for some children.
• Early reading focusing on daily story telling, reading wide variety of books, poems, songs and emphasis on developing language and vocabulary.
• Teachers, Parents and children have access to e-books (fiction, non-fiction and de-codeable) to consolidate and practise reading daily.
• Phonics / reading Curriculum workshops for Parents to support learning at home.
• Book trackers provide whole school overview and shows progress in reading.
• Bench marking ensures children are reading books matched to their ability.
• RATA embedded in all classes promoting whole class text, enjoyment and critical thinking of texts.
• Guided reading to target progress and narrow the gap in the classroom.
• Phonics interventions across school.
• Literacy interventions to narrow gaps (Family learning and the REAL project)
• Reading for pleasure: World book day, daily reading of class texts, reading diaries, reading club x2 a week, school library and class book areas.
• Word of the day in each class and explicit teaching of vocabulary and language.
• Reading targets for all children.
• Pupil voice, Buddy Reading, Book Fair, Library visits, WBD and author visits.
• Readathon based on research by the National Literacy Trust
• Spag.com for online grammar learning
• BBC writing competition - National Writing Competition
• Individual and guided reading.
• Daily reading of class book.

Early reading: Emphasis on explicit teaching of vocabulary and immersion of language, peer to peer and peer to adult (back and forth interactions). Adults modelling and articulating thinking. Paraphrasing and extending language all the time indoors and outdoors.

Developing enjoyment and engagement with reading and books through rhymes, story telling, reading stories, poems daily. Opportunities for reading and writing indoors and outdoors. Individual and guided reading throughout the year. Repeated readings of familiar and favourite books.