Reading Curriculum Statement

Intent

Plymouth Grove puts reading at the heart of the curriculum. We believe that reading is a keytool for life. Our aim is to deliver a  curriculum that enables our children to be ready for the next stage of their education at the end of each phase and to be ‘secondary ready’ when they finally leave us at age 11.

Teaching children to become fluent readers is a large and exciting part of what we do at Plymouth Grove. We have lots of opportunities for reading exciting books and materials. 

We want children to enjoy reading: 

  • Reading for pleasure and reading to learn.

  • All children including those with protected characteristics are expected to reach their full potential in reading.

Reading across all subject areas will prepare pupils for high school and the more in-depth reading across the curriculum which is required. 

Oracy is prioritised in order to build vocabulary for all learners in order to understand more complex texts. Wellcomm is used as a screening tool for this. Our aim is for all children to reach their full potential in reading. There are a wide range of opportunities for children that have a specific learning difficulty in reading. 

Implementation

Early reading is prioritised in EYFS and KS1. It is underpinned by a coherent and systematic phonics scheme taught daily. EYFS and KS1 ensure training in teaching phonics is held regularly and all teaching is to the same high standard using the Letters and Sounds Scheme. 

Reading for pleasure is modelled by adults across the school and  as children progress and become fluent readers they graduate onto the Accelerated Reader programme in KS2. Progression in phonics to stage 6 is closely monitored and the use of phonetically decodable books ensures the application and consolidation necessary for effective decoding.  Home/school reading books match each stage of phonics learning. A clear progression through the phonic stages and appropriate books support the process of orthographic mapping, leading to automaticity and fluency. Decoding and comprehension are taught respectively to avoid cognitive overload.

Plymouth Grove has a school library which has a wide range of non-fiction, fiction, magazines, newspapers and a variety of reading materials. All books are on our library scanning system. All classes are timetabled once a week for a library session (this can be used in a variety of ways e.g. story telling) and all children from Y2 -6 take home a library book of their choice. (This is not linked to their reading level) 

KS2 Reading is planned through Guided Reading to cover all reading objectives i.e. recording and retrieving information, inference with evidence, words in context, enhanced meaning and choice, summarising main ideas, comparisons within text. Reading across subjects is developing depending on book availability and coherent links.

KS2 training is in the use of Star Reading Tests and Accelerated Reader to ensure children have the correct level of book for home/school reading. Accelerated reader builds on previous learning through small steps increases in difficulty through ZPD / comprehension. By ZPD 5.00 children are fluent competent readers Accelerated Reader checks for understanding through quizzes. Accelerated Reader - weekly analysis of reading comprehension enables teachers to check the amount of time children are reading and if they are comprehending.

Whole class Guided Reading session focus on Reading skills - recording and retrieving information, inference with evidence, words in context, enhanced meaning and choice, summarising main ideas, comparisons within text. Reading across subjects is developing depending on book availability and coherent links.

Reading with fluency is checked as phonics and tricky words are embedded. Regular daily and at home practise ensures automaticity. Oracy and the explicit teaching of vocabulary is taught to expand the ability to comprehend more challenging texts in KS2. 

Assessment of comprehension is also through shared and guided reading and the reading of books to the children in KS1 and EYFS. 

Children who are unable to achieve the phonics expected standard at the end of Year 2 will proceed to reading intervention support in Year 3. Phonics is continued in KS2 for those who need it including application practise with decodable reading books. Progress is monitored through the Star Early Literacy programme.  Reading interventions such as additional daily phonics, reading practise with an adult, Nessy and Magic Belt ensure good progress for SEND and protected characteristics pupils.

Impact

NFER reading tests twice a year in Years 3,4,5 and recorded on the Fischer Family trust assessment tracker. NFER tests are used in Year 2 in the autumn term and Year 1 in the summer term. 

Accelerated Reader is used in KS2 and for some children in Year 2. All children take a Star reader quiz half termly.The results can be analysed by class teachers, the reading leader. SENDCo and Head teacher. 

Impact is also measured through end of key stage assessments in EYFS, Year 2 and Year 6 as well as phonics outcomes in Year 1 and Year 2. 

Fischer Family Trust curriculum tracker is used to record the progress the progress that pupils are making in terms of knowing more, remembering more and being able to do more  at the end of each academic year. This will record whether the children are working towards the age related expectations, at the age related expectations or exceeding the age related expectations. 

These judgements will be quality assured by subject leaders using first-hand evidence of how pupils are doing, drawing together evidence from pupil interviews, observations of tasks, reading tasks, work scrutinies and  discussions with pupils about what they remembered about the content they have studied.

These judgements will inform the curriculum and whether children are ready for the next stage of their education.

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