Intent, Implementation, Impact

Intent

We recognise that reading feeds into everything aspect of a child’s life and their future successes therefore, we have created a reading policy that reflects this.

We ensure that all children have the skills to be able to read at the expected standard for their age. This achieved through our phonics programme, quick identification of children not meeting expected reading levels and addressing any barriers and implementing early intervention programmes to ensure children can quickly reach expected levels through comprehensive and daily guided reading lessons alongside the use of accelerated reader.

Children do have access to wide variety of reading materials that reflect their interests and allow children to develop key reading skills.

Teachers have a secure knowledge of children’s reading practices at school and at home so that they can reflect these practices and interests in the provision of reading materials for independent  reading, shared reading/reading aloud and topic books.

Teachers knowledge of reading, including authors, magazines, poets, is secure so that they can share their passion for reading, model themselves as a reader, be able to personalise reading recommendations and understand how to encourage reading engagement.

Children are given directed time each day for reading for pleasure. A variety of engaging reading environments are available for children, including in the class; with independent and read aloud opportunities.

Impact

By the time children leave Ladock CofE School, they are:

  1.  Competent readers
  2.  They read widely and often
  3.  Who can avidly discuss their reading interests and        preferences
  4.  Where and when they like to read
  5.  Make references to books when discussing their own   experiences or compare an event in one reading   material with another – inter-textuality
  6.  Improve abstract thinking
  7.  Develop empathy through reading
  8.  Develop a writing voice
  9.  Develop a sense of wisdom – what is right or wrong,   what is fair or not.

Implementation

First, we ensure that children are able to access reading through our Read, Write, Inc (RWI) phonics programme which children access from nursery. This phonics programme continues through to KS1 and, for those who have not made the expected progress, they will continue following the RWI programme in lower Key Stage 2. For any children still not accessing reading at the expected level, we look at possible barriers to their reading progress and create a reading intervention plan. This includes following the ‘Toe by Toe Reading Programme’ and the Nessy programme.  This provides children with key skills to access reading: decoding, fluency, vocabulary.

Focused daily whole-class guided reading lessons have been developed to expose children to a variety of different texts, to broaden children’s vocabulary, improve their working memory and attention and focus lessons on aspects of the Reading VIPERS.

To use the school budget on the Bronze local library service and purchasing our own books, always ensuring they reflect the interests of the children. Work closely with the PTA to raise funds for reading materials (phonics books, picture books, books, graphic novels, comics, magazines, dyslexia friendly books).

Teachers regularly reflect on children’s reading practices through Accelerated Reader, Reading Journals, observations, reading reviews and pupil conferencing.

Teachers have opportunities to broaden their knowledge of authors, poets, illustrators, magazines, etc through informal staff meetings and CPD opportunities, as well as creating an inclusive reading environment for staff.

15 minutes of daily independent reading is timetable into planning for KS1 and KS2 classes.

15 minutes of daily read aloud opportunities are timetabled into planning for EYFS, KS1 and KS2 classes.

Each term the whole school adopts an author, poet or illustrator and organises whole school events and class activities linked to the curriculum mapped out for that term.