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Marlborough Primary School

Reading

                                                                               

 

Marlborough Primary School

Reading 2019 - 2020

 

Intent

 

EYFS

 Reading within EYFS is based on the following pedagogy:

  • Children are able to recognise all the 44 phonic sounds (RWI – set 1 and 2-speed sounds).
  • Children can decode to read words, building fluency and speed.
  • Children are able to understand what they have read.
  • Children develop a love of reading.

 

KS1

The pedagogy for KS1 reading encompasses the following:

  • Children within KS1 continue to learn the 44 phonic sounds (RWI – set 3-speed sounds).
  • Children build on fluency in reading.
  • Children develop meaning and comprehension of texts following the KS1 reading domains.
  • Children acquire a large repertoire of strategies enabling them to decode and build the meaning of a text.
  • Children continue to develop a love of reading.

 

KS2

At KS2 level the reading pedagogy includes the following:

  • Some children continue to learn the 44 phonic sounds.
  • Children further build on fluency using a repertoire of strategies to decode.
  • Children work on developing comprehension skills following the KS2 reading domains and use a wide range of strategies to help them do so.
  • Children have a genuine love of reading.

 

Implementation

ted expectations for each year group. We intend the i

In order to implement a comprehensive reading pedagogy across EYFS, KS1 and KS2, the actions are as follows:

 

  • Children have access to well-stocked classroom libraries.
  • Children have story time three times a week.
  • ‘Everyone Reading’ sessions take place where there is a guided read with the teacher and groups reading for pleasure.
  • The Read Write Inc. scheme is the main Phonics/Reading teaching programme in EYFS and KS1 and is used in KS 2 where children have additional needs, new to English.
  • Timely interventions using the Project X reading scheme and Accelerated Reading support children working below age-related expectations.
  • Home Readers are given levelled reads, using a range of schemes including Oxford Reading Tree books, and reading for pleasure books.
  • Reading mornings for parents occur on a weekly basis.
  • Reading workshops inspire parents on how to support their children with reading at home.
  • Children are exposed to and taught reading strategies through the Read Aloud Think Aloud model.
  • Whole class reading lessons are taught using high-quality texts which are matched to the curriculum topics taught.
  • The celebration of special days such as Roald Dahl Day, author visits and productions such as pantomime instil a love of reading in the children.
  • Termly book fairs support a love of reading.
  • Summer term visits to the local library encourage children to read for pleasure.
  • Reading is taught across the curriculum and not solely in English lessons.
  • Reading ambassadors communicate reading preferences across the school.
  • Reading achievements are celebrated weekly in the Star Assembly.

 

Impact

 

At Marlborough Primary School impact will be measured as outlined below:

  • Data will show that children are achieving age-related expectations.
  • Student voice will highlight an understanding of the reading process and will demonstrate positive attitudes towards reading.
  • Book scrutinies will demonstrate that the teaching of reading is being delivered to the highest standard.
  • Learning walks will highlight that teaching of reading is of high quality.
  • Children will develop a love for reading.
  • Reading strategies are used in all parts of the curriculum and not solely in English lessons.

and encourage parents to be chronological

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