Reading at St.Winifred's

Rationale

St Winifred’s RC Primary School have a clear, consistent, whole school approach to reading. Competence in reading is key to independent learning and is given the highest priority at our school, enabling the children to become enthusiastic, independent, and reflective readers. Success in reading has a direct effect upon progress in all other areas of the curriculum and is crucial to developing children’s self-confidence and motivation.

Curriculum Intent

The teaching of phonics begins in Reception following Letters and Sounds which is a clearly sequential scheme of work.  In reception and Year 1, we Use the Oxford Owl Read Write Inc. for Phonics and reading books and in Year 2 we currently use the Oxford Owl Reading Tree Scheme. Phonics lessons are taught daily and consist of a range of practical activities where children explore letters and the sounds they make. The children are then given opportunities to apply these skills.

We promote a love of reading to ensure that children develop the knowledge and skills to become life–long readers. We believe this is key for children to access other areas of the curriculum with success.

We have a ‘book-based’ approach to our English Curriculum. High quality, challenging, whole-class texts are used to teach the majority of the English objectives and allow children to immerse themselves in the book. The book then provides a purposeful context for high quality writing opportunities.  We encourage children to have pride in their writing across all areas of the curriculum and produce work to a high standard.

Every class has a class text which is read to the children regularly in order to enhance their exposure to high quality texts. Teachers read with children in groups during guided reading sessions, using a range of quality texts. Children visit the school library regularly and choose our own book to read for pleasure, as well as accessing a progressive reading scheme to help them with reading at home. Children need the space and time to make choices about books, and to discover authors and texts they might not get chance to look at outside of school. Our teachers check we are reading books that will challenge the children and create exciting reading areas around the school.

Assessment

In Reception and Year 1, the children's phonetic knowledge is assessed every six weeks and this assessment informs future groupings and phonics teaching.

Teachers (Y1 -6) track children’s reading progress at the end of each term  against the yearly objectives on SIMS. Each pupil is either working towards, secure or exceeding their year groups expectation. A range of assessments such as Comprehension papers and Lexplore are used to inform teacher assessments. Children taught on the RWI phonics scheme are assessed every six weeks to group them appropriately

The progress and attainment of all children is then analysed by the English subject leader. Each class teacher will also discuss attainment of each pupil with the Headteacher during termly pupil progress meetings to discuss outcomes and agree intervention. End of year levels of attainment are shared with parents in the school report.

Intervention Programmes such as Teaching Early Language and Literacy (TELL), Better Reading Programme (BRP) and Lexplore are used to support children identified during pupil progress meetings.

Statutory Assessments in Reading take place in Year 1 (Phonics Screening Check), Year 2 (KS1 SATs) and Year 6 (KS2 SATs). The outcomes of these assessments are reported to parents.

Rationale

St Winifred’s RC Primary School have a clear, consistent, whole school approach to reading. Competence in reading is key to independent learning and is given the highest priority at our school, enabling the children to become enthusiastic, independent, and reflective readers. Success in reading has a direct effect upon progress in all other areas of the curriculum and is crucial to developing children’s self-confidence and motivation.

Curriculum Intent

The teaching of phonics begins in Reception following Letters and Sounds which is a clearly sequential scheme of work.  In reception and Year 1, we Use the Oxford Owl Read Write Inc. for Phonics and reading books and in Year 2 we currently use the Oxford Owl Reading Tree Scheme. Phonics lessons are taught daily and consist of a range of practical activities where children explore letters and the sounds they make. The children are then given opportunities to apply these skills.

We promote a love of reading to ensure that children develop the knowledge and skills to become life–long readers. We believe this is key for children to access other areas of the curriculum with success.

We have a ‘book-based’ approach to our English Curriculum. High quality, challenging, whole-class texts are used to teach the majority of the English objectives and allow children to immerse themselves in the book. The book then provides a purposeful context for high quality writing opportunities.  We encourage children to have pride in their writing across all areas of the curriculum and produce work to a high standard.

Every class has a class text which is read to the children regularly in order to enhance their exposure to high quality texts. Teachers read with children in groups during guided reading sessions, using a range of quality texts. Children visit the school library regularly and choose our own book to read for pleasure, as well as accessing a progressive reading scheme to help them with reading at home. Children need the space and time to make choices about books, and to discover authors and texts they might not get chance to look at outside of school. Our teachers check we are reading books that will challenge the children and create exciting reading areas around the school.

Assessment

In Reception and Year 1, the children's phonetic knowledge is assessed every six weeks and this assessment informs future groupings and phonics teaching.

Teachers (Y1 -6) track children’s reading progress at the end of each term  against the yearly objectives on SIMS. Each pupil is either working towards, secure or exceeding their year groups expectation. A range of assessments such as Comprehension papers and Lexplore are used to inform teacher assessments. Children taught on the RWI phonics scheme are assessed every six weeks to group them appropriately

The progress and attainment of all children is then analysed by the English subject leader. Each class teacher will also discuss attainment of each pupil with the Headteacher during termly pupil progress meetings to discuss outcomes and agree intervention. End of year levels of attainment are shared with parents in the school report.

Intervention Programmes such as Teaching Early Language and Literacy (TELL), Better Reading Programme (BRP) and Lexplore are used to support children identified during pupil progress meetings.

Statutory Assessments in Reading take place in Year 1 (Phonics Screening Check), Year 2 (KS1 SATs) and Year 6 (KS2 SATs). The outcomes of these assessments are reported to parents.

Rationale

St Winifred’s RC Primary School have a clear, consistent, whole school approach to reading. Competence in reading is key to independent learning and is given the highest priority at our school, enabling the children to become enthusiastic, independent, and reflective readers. Success in reading has a direct effect upon progress in all other areas of the curriculum and is crucial to developing children’s self-confidence and motivation.

Curriculum Intent

The teaching of phonics begins in Reception following Letters and Sounds which is a clearly sequential scheme of work.  In reception and Year 1, we Use the Oxford Owl Read Write Inc. for Phonics and reading books and in Year 2 we currently use the Oxford Owl Reading Tree Scheme. Phonics lessons are taught daily and consist of a range of practical activities where children explore letters and the sounds they make. The children are then given opportunities to apply these skills.

We promote a love of reading to ensure that children develop the knowledge and skills to become life–long readers. We believe this is key for children to access other areas of the curriculum with success.

We have a ‘book-based’ approach to our English Curriculum. High quality, challenging, whole-class texts are used to teach the majority of the English objectives and allow children to immerse themselves in the book. The book then provides a purposeful context for high quality writing opportunities.  We encourage children to have pride in their writing across all areas of the curriculum and produce work to a high standard.

Every class has a class text which is read to the children regularly in order to enhance their exposure to high quality texts. Teachers read with children in groups during guided reading sessions, using a range of quality texts. Children visit the school library regularly and choose our own book to read for pleasure, as well as accessing a progressive reading scheme to help them with reading at home. Children need the space and time to make choices about books, and to discover authors and texts they might not get chance to look at outside of school. Our teachers check we are reading books that will challenge the children and create exciting reading areas around the school.

Assessment

In Reception and Year 1, the children's phonetic knowledge is assessed every six weeks and this assessment informs future groupings and phonics teaching.

Teachers (Y1 -6) track children’s reading progress at the end of each term  against the yearly objectives on SIMS. Each pupil is either working towards, secure or exceeding their year groups expectation. A range of assessments such as Comprehension papers and Lexplore are used to inform teacher assessments. Children taught on the RWI phonics scheme are assessed every six weeks to group them appropriately

The progress and attainment of all children is then analysed by the English subject leader. Each class teacher will also discuss attainment of each pupil with the Headteacher during termly pupil progress meetings to discuss outcomes and agree intervention. End of year levels of attainment are shared with parents in the school report.

Intervention Programmes such as Teaching Early Language and Literacy (TELL), Better Reading Programme (BRP) and Lexplore are used to support children identified during pupil progress meetings.

Statutory Assessments in Reading take place in Year 1 (Phonics Screening Check), Year 2 (KS1 SATs) and Year 6 (KS2 SATs). The outcomes of these assessments are reported to parents.

Rationale

St Winifred’s RC Primary School have a clear, consistent, whole school approach to reading. Competence in reading is key to independent learning and is given the highest priority at our school, enabling the children to become enthusiastic, independent, and reflective readers. Success in reading has a direct effect upon progress in all other areas of the curriculum and is crucial to developing children’s self-confidence and motivation.

Curriculum Intent

The teaching of phonics begins in Reception following Letters and Sounds which is a clearly sequential scheme of work.  In reception and Year 1, we Use the Oxford Owl Read Write Inc. for Phonics and reading books and in Year 2 we currently use the Oxford Owl Reading Tree Scheme. Phonics lessons are taught daily and consist of a range of practical activities where children explore letters and the sounds they make. The children are then given opportunities to apply these skills.

We promote a love of reading to ensure that children develop the knowledge and skills to become life–long readers. We believe this is key for children to access other areas of the curriculum with success.

We have a ‘book-based’ approach to our English Curriculum. High quality, challenging, whole-class texts are used to teach the majority of the English objectives and allow children to immerse themselves in the book. The book then provides a purposeful context for high quality writing opportunities.  We encourage children to have pride in their writing across all areas of the curriculum and produce work to a high standard.

Every class has a class text which is read to the children regularly in order to enhance their exposure to high quality texts. Teachers read with children in groups during guided reading sessions, using a range of quality texts. Children visit the school library regularly and choose our own book to read for pleasure, as well as accessing a progressive reading scheme to help them with reading at home. Children need the space and time to make choices about books, and to discover authors and texts they might not get chance to look at outside of school. Our teachers check we are reading books that will challenge the children and create exciting reading areas around the school.

Assessment

In Reception and Year 1, the children's phonetic knowledge is assessed every six weeks and this assessment informs future groupings and phonics teaching.

Teachers (Y1 -6) track children’s reading progress at the end of each term  against the yearly objectives on SIMS. Each pupil is either working towards, secure or exceeding their year groups expectation. A range of assessments such as Comprehension papers and Lexplore are used to inform teacher assessments. Children taught on the RWI phonics scheme are assessed every six weeks to group them appropriately

The progress and attainment of all children is then analysed by the English subject leader. Each class teacher will also discuss attainment of each pupil with the Headteacher during termly pupil progress meetings to discuss outcomes and agree intervention. End of year levels of attainment are shared with parents in the school report.

Intervention Programmes such as Teaching Early Language and Literacy (TELL), Better Reading Programme (BRP) and Lexplore are used to support children identified during pupil progress meetings.

Statutory Assessments in Reading take place in Year 1 (Phonics Screening Check), Year 2 (KS1 SATs) and Year 6 (KS2 SATs). The outcomes of these assessments are reported to parents.

Rationale

St Winifred’s RC Primary School have a clear, consistent, whole school approach to reading. Competence in reading is key to independent learning and is given the highest priority at our school, enabling the children to become enthusiastic, independent, and reflective readers. Success in reading has a direct effect upon progress in all other areas of the curriculum and is crucial to developing children’s self-confidence and motivation.

Curriculum Intent

The teaching of phonics begins in Reception following Letters and Sounds which is a clearly sequential scheme of work.  In reception and Year 1, we Use the Oxford Owl Read Write Inc. for Phonics and reading books and in Year 2 we currently use the Oxford Owl Reading Tree Scheme. Phonics lessons are taught daily and consist of a range of practical activities where children explore letters and the sounds they make. The children are then given opportunities to apply these skills.

We promote a love of reading to ensure that children develop the knowledge and skills to become life–long readers. We believe this is key for children to access other areas of the curriculum with success.

We have a ‘book-based’ approach to our English Curriculum. High quality, challenging, whole-class texts are used to teach the majority of the English objectives and allow children to immerse themselves in the book. The book then provides a purposeful context for high quality writing opportunities.  We encourage children to have pride in their writing across all areas of the curriculum and produce work to a high standard.

Every class has a class text which is read to the children regularly in order to enhance their exposure to high quality texts. Teachers read with children in groups during guided reading sessions, using a range of quality texts. Children visit the school library regularly and choose our own book to read for pleasure, as well as accessing a progressive reading scheme to help them with reading at home. Children need the space and time to make choices about books, and to discover authors and texts they might not get chance to look at outside of school. Our teachers check we are reading books that will challenge the children and create exciting reading areas around the school.

Assessment

In Reception and Year 1, the children's phonetic knowledge is assessed every six weeks and this assessment informs future groupings and phonics teaching.

Teachers (Y1 -6) track children’s reading progress at the end of each term  against the yearly objectives on SIMS. Each pupil is either working towards, secure or exceeding their year groups expectation. A range of assessments such as Comprehension papers and Lexplore are used to inform teacher assessments. Children taught on the RWI phonics scheme are assessed every six weeks to group them appropriately

The progress and attainment of all children is then analysed by the English subject leader. Each class teacher will also discuss attainment of each pupil with the Headteacher during termly pupil progress meetings to discuss outcomes and agree intervention. End of year levels of attainment are shared with parents in the school report.

Intervention Programmes such as Teaching Early Language and Literacy (TELL), Better Reading Programme (BRP) and Lexplore are used to support children identified during pupil progress meetings.

Statutory Assessments in Reading take place in Year 1 (Phonics Screening Check), Year 2 (KS1 SATs) and Year 6 (KS2 SATs). The outcomes of these assessments are reported to parents.