Reading is prioritised throughout our school and is an integral part of daily routine. Our whole-school approach includes:
- Within English lessons pupils read a variety of set texts, plays and poetry to engage with reading.
- Once a week, students ‘drop everything and read’ in English.
- Reading for pleasure sessions are in operation
- A series of Interventions for reluctant and weak readers.
- KS2 students have a reading bag which goes home every day.
- Weekly Form time reading.
- Prefix of the fortnight.
- Word of the week.
We have developed a rigorous approach to the reading curriculum that ensures that all pupils develop fluency, comprehension, confidence and enjoyment in reading. We have:
- daily reading interventions delivered through the The Link and the library
- pupils actively read in lessons and are encouraged to read aloud to improve confidence and fluency.
- staff have ‘I am Reading’ posters displayed, which foster a culture of reading and ignites exciting conversations around reading interests.
- Form time reading.
Every pupil has access to the school library:
- We have a bespoke library to ensure every key stage has access to read, study and attend reading interventions, with a range of diverse texts are available
- We have a full time teaching assistant who delivers all the library reading interventions including fluency interventions, reading for pleasure, guided reading and comprehension interventions
All pupils complete baseline assessments for reading:
- We use the GL Assessment which gives teachers the information they need to monitor students’ reading practice and make informed decisions to guide their future learning.
- At Year 9, 10 and 11, we use a YARC Reading assessment for pupils who need urgent interventions with comprehension, fluency and phonics.
- Vocabulary growth and literacy skills are also measured, giving teachers insight into how well students have responded to reading schemes and class instruction.
- For KS2 and KS3 we use the Jolly Phonics screening programme
- Data is measured termly to demonstrate the impact of our reading interventions .
Weak readers receive additional support and interventions immediately with reading and literacy:
- Reading interventions are identified by the Head of English, who collaborates with the SENCo to ensure interventions are timetabled and monitored.
- Reading interventions are facilitated in The Link (SEND) and the library and impact is measured half termly.
At Key Stage 2 we use the ‘Jolly Phonics’ programme, staff have received external CPD to ensure they are fully trained. We also offer phonics based interventions at Key Stage 3 and 4 for those pupils identified.
- Staff have accessed extensive CPD for reading including; how to model reading, being a role model for reading, guided reading and pre-teaching vocabulary.
