Reading

English Curriculum: Reading 

Subject Leader for English: Miss Montenero

“If you are going to get anywhere in life you have to read a lot of books.”

Roald Dahl

Intent - What are we trying to achieve?

All pupils should leave St Michael and St Martin Catholic Primary School being able to read with fluency and accuracy, for a purpose and for pleasure; our pupils will be ready for the next stage of their education- ‘Secondary ready.’ Gaps between our disadvantaged pupils and their peers will have decreased or diminished with regards to reading ability and language acquisition. Attainment gaps between boys and girls will have decreased or closed across the school.  

By the end of EYFS - Pupils should have an awareness of different genres and key authors; enjoy reading; understand the concepts about print; join in with repetitive books and poems; discuss what they have read; and apply phonics (at phase 4) as the prime approach to decoding.

By the end of Year 1- Pupils should be able to enjoy reading a wider variety of authors, books, poems and genres. They should be able to apply their phonic knowledge (phase 5) to sound out unknown words with accuracy and automaticity. This includes reading fluently and accurately, being able to read for meaning and for the purpose of finding answers to their own questions and in response to their own interests.

By the end of KS1 - Pupils will use taught strategies to decode and comprehend unfamiliar vocabulary using strategies modelled to them. Pupils will develop their knowledge of authors and read books from across a range of genres. They will be able to recite a growing repertoire of poems by heart. They will be able to participate in discussions regarding literature with their teachers and peers as modelled by adults. Pupils will apply the skills of the Reading content domains: word reading skills, prediction, retrieving and recording information, asking and answering closed and open questions, making inferences, making comparisons, discussing vocabulary in context and summarising and explaining what they have read. 

By the end of KS2 - As above, with age-appropriate texts from a variety of genres and with greater independence. Pupils will have a wide vocabulary which will allow them to access a breadth of literature- in-line or above that of their peers. They will automatically use strategies to decode and comprehend unfamiliar vocabulary. Pupils will know a wide variety of authors and have read books from across a range of genres. They will be able to recite a repertoire of poems by heart. They will be able to participate in discussions regarding literature with their teachers and peers. Pupils will be proficient in applying the skills of the Reading content domains.

Implementation - How is the curriculum being delivered? 

As a school, we follow the National Curriculum for Key Stages one and two and utilise Development Matters (EYFS) as the starting point for our teaching and learning for English Reading. 

From the start of the Early Years Foundation Stage, the children are taught to read using phonics as the prime approach to decoding. We follow the Read, Write Inc phonics scheme which also incorporates early comprehension skills into lessons. Phonics teaching continues for as long as is necessary for individual pupils in order for all pupils to read with fluency. 

Pupils in KS2 use Accelerated Reader to check their understanding of the books which they have read independently and to work towards their individual reading targets. The Accelerated Reader program also helps teachers and students match books to their ability.  Reading books in the EYFS and KS1 are closely-matched to the pupils’ phonic knowledge. 

We use books as the starting point for all units of learning in English reading lessons. While we have drawn upon quality texts from the Power of Reading scheme, other texts and authors have been incorporated into our bespoke English curriculum. 

We read to learn – in all subjects across the curriculum.  English is the language of our subjects.  For pupils to be able to progress as learners throughout their lives, they need to be able to read to learn – and read increasingly complex texts with greater independence. Our school’s English curriculum, as outlined on the ‘Whole School Curriculum Overview’ makes appropriate links between texts studied and the wider curriculum subjects so that children have knowledge of the context and vocabulary required to comprehend the texts which they are reading. 

In addition to this, the children have discrete comprehension and reading skills lessons which consist of both whole class, small group and 1:1 sessions. 

We are also grateful for the fantastic support that parents and relatives provide at home. Any extra time spent on reading at home will have a positive impact on the children’s progress at school.

We ask that parents encourage their children to read at home daily and read aloud to them as often as possible, particularly in the Early Years and KS1. 

Impact - What difference is the curriculum making? 

Participation, creativity and reflection are encouraged in all English lessons. This instils a sense of independence in all pupils from an early age. As pupils gain confidence in their decoding skills and comprehension strategies, they gain even greater independence within their learning. During reading lessons, all pupils can contribute to lessons and discussions about texts and know that their opinions and individual skills and talents are valued by their peers and teachers. Staff have high expectations for all pupils to develop their decoding and comprehension skills as every pupil is valued. Historically, all children achieve exceptionally well in both end of KS1 and KS2 SATs reading papers, and begin the next phase of their learning as strong, confident readers.

If you visited a writing lesson at St Michael and St Martin you would see: 

All pupils taught at the National Curriculum stage to avoid attainment gaps widening. The use of scaffolding and small group support for SEND/bottom 20% and EAL pupils helps pupils to meet the Learning Challenge for the lesson as well as a challenging pitch and open-ended tasks catering for the needs of the more able pupils.

Pupils are provided with opportunities to extract meaning beyond the literal and consider hidden meanings whilst engaging with ideas in fiction, non-fiction, poetry and drama. Paired and group discussion is frequently used as well as peer feedback to ensure that each and every child’s view is heard and valued. Drama is a useful tool for consolidating understanding of the texts being read.

Pupil Voice (quotes across both KS1 and KS2)

“I love being a reading champion. It’s a very important role and we get to do buddy reading and reading sessions with the reception children. It’s a great responsibility” - Amelia, Year 3.

“My favourite task as Reading Champion was inspecting each class’s reading corner and providing feedback” - Shonelle, Year 6.

“Reading is my favourite subject. There are so many different opportunities to read in school and it’s the most important skill we learn as it helps us with every other subject” - Curtis, Year 6.

“I love our reading corner - it’s so cosy and I always go there for quiet reading whenever I can” - Levi, Year 2.

“Fairy stories are my favourite kind of books. We have just read the Three Little Pigs and I  did some writing using the story as well” - Whitney, Year 1.

Cultural Capital

The pupils are provided with many opportunities to develop their reading skills and love of reading beyond those developed during lessons. Cultural capital experiences include author visits, drama workshops, reading-themed workshops, library visits, Book Week, Reading Champions lunchtime club and theatre visits. 

How does reading at St Michael and St Martin Catholic Primary School promote our school ‘STRIVE’ values? 

During our reading lessons and reading for pleasure we are…

Spiritual - Pupils are provided with opportunities to extract meaning beyond the literal and consider hidden meanings whilst engaging with ideas in fiction, non-fiction, poetry and drama. 

Thinkers- Pupils are provided with opportunities to read texts that portray issues and events relating to contemporary life or past experiences in interesting and challenging ways. Exploring and analysing appropriate texts gives pupils the knowledge and ability to question and reason. 

Resilient - All children are provided with opportunities to read challenging literature and apply their reading skills when exploring quality literature within lessons and when reading independently. 

Independent - Participation, creativity, reflection and independence are encouraged in all English lessons. As pupils gain confidence in their decoding skills and comprehension strategies, they gain greater independence within their learning.

Valued - During reading lessons, all pupils can contribute to lessons and discussions about texts and know that their opinions and individual skills and talents are valued by their peers and teachers. Staff have high expectations for all pupils to develop their decoding and comprehension skills as every pupil is valued. 

Empathetic - Literature is selected which encourages pupils to empathise with the feelings and experiences of others to help develop their understanding of other people’s attitudes, ideas and behaviour. Pupils develop sensitive awareness of, and the ability to respond constructively to, backgrounds, experiences, concerns, feelings and commitments of others through a range of different narratives.