Learning
Respect is at the heart of our school.

Reading

Reading Intent

At Pembury Primary School, we recognise that reading ‘opens doors’ to learning about the world around us. We want our children to aspire to enjoy a lifelong love of reading. We want pupils to find pleasure in reading and to make progress in their skills, to become a successful reader. We aim to provide pupils with the tools to develop into motivated, enthusiastic and confident readers, both at school and at home, regardless of their ability.

We recognise the importance of reading as a subject, but also the importance of applying the skills learned in reading to other subjects. We recognise that reading improves oracy and vocabulary, creating inspired writers. Reading inspires imagination, develops mindful learners and gives everybody an opportunity to develop and foster new interests.

We want children to make meaningful links between what they read and the rest of the curriculum. Adults within the school act as reading role-models and experts using their knowledge of current and relevant authors to extend their reading experiences. The breadth of our reading curriculum complements our whole-school community’s engagement with the world around them, fostering greater respect for different cultures and empathy for all within the world in which they live.

Reading Implementation

Phonics

When the children join school in Reception they are read to throughout the day and a range of high-quality texts are enjoyed together, many linked to other areas of the curriculum. They begin with the systematic and rigorous teaching of daily phonics using the programme called Read, Write, Inc (RWI.)

This programme continues as the children move through Key Stage 1. Children are read to regularly and enjoy a class novel being read-aloud to them by an adult. While completing the RWI programme, children read books that are matched to their phonics knowledge. This allows them to apply their segmenting and blending skills to build fluency in their reading style as they read and re-read texts suited to their reading ability. Children are assessed regularly (at least every 6-8 weeks), to ensure they are working at the correct phase. They take a RWI Book Bag Book home and are also encouraged to take home an additional book from the class book selection.

In Year 1, additional small group Read Write Inc interventions take place. The children are regularly assessed by the teacher, to ensure progress is being made. Children in years 3 and 4 who are unable to decode are transitioned into KS2 with a phonics reading intervention called Fast Track Tutoring from the Read Write Inc. programme, to meet their individual reading needs. Children in year 5 and 6 who are still unable to decode are supported with a RWI intervention called Fresh Start. They are monitored to ensure they have opportunities to reach age-related levels of attainment.

In Key Stage 2, children have a class novel read aloud to them by an adult and this is often linked to an area of the curriculum.

Reading Books

Following successful completion of the Read, Write, Inc programme children’s reading is supported using Accelerated Reader (AR). It guides pupils to select texts appropriate to their level, engage in assessment quizzes and accelerates their progress.

AR assesses children on their comprehension skills on a regular basis through the implementation of a ‘Star Test’, which then gives the individual a targeted ‘reading range’ or ‘Zone of Proximal Development’ (ZPD). This range gives children the opportunity to choose a book that interests them, fostering that love of reading, as well as supporting them in making further progress in their reading. Pupils take these reading books home in order to practise and consolidate the skills they are learning in school. These books are banded according to language and comprehension level. When children are confident with their knowledge of the book, they access a ‘reading quiz’ online, which gives them instant feedback on their success. Children have the opportunity both in school and at home to complete a quiz.

If children are consistently succeeding in these quizzes, they are encouraged by their teacher to read books that are higher within their range. ‘Star Tests’ are carried out four times a year, to ensure children are reading within their correct range.

Whole Class Reading

Whole class shared reading is used across the school to enable all children to share high quality texts and develop skills in reading comprehension and fluency. Our Reading curriculum is designed to ensure coverage and the progressive development of skills. At Pembury Primary School, we use Reading VIPERS to teach reading skills through 6 key areas: Vocabulary, Inference, Predict, Explain, Retrieve, Sequence or Summarise.

Reading Impact

Year 1 Phonic Screening Check pass rates

Children will have a good knowledge of a range of authors

High levels of engagement with a range of high-quality books

The ability to read across a range of subjects

A fostering of reading for pleasure

The % of children working at age-related expected standards within each year group will at least be in line or exceeding with national averages.

There will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged and non-disadvantaged)

Summative assessment of reading is through external tests such as SATs (Year 6) or the phonics screening check as well as in school assessments.

Formative assessment is carried out using teacher assessment which is carefully tracked.

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Pembury Primary School
Lower Green Road, Pembury, Tunbridge Wells, Kent, TN2 4EB
Phone: 01892 822 259 Email: office@pembury.kent.sch.uk