Reading at KSJS
At Kirk Sandall Junior School, we are passionate about reading and we feel that reading is at the centre of our curriculum.
As a junior school, the vast majority of our children enter our school having 'cracked the phonics code', moving from 'learn to read' to 'read to learn'. We do, however, believe in the importance of ensuring that all children’s phonics skills are embedded, moving onto comprehension skills as children are ready. We understand the importance to develop children’s love of books and reading.
We prioritise reading
The Executive Headteacher and Head of School, along with other senior leaders, prioritises reading at Kirk Sandall Junior School. Where children need 'catch up interventions' these are closely tracked by TAs, teachers and the Head of School. The Head of School meets regularly with all teachers to discuss progress in reading, analyse data and look at ways forward. The Head of School gives staff the time and opportunity for training. Phonics and reading training has been prioritised, along with regular coaching and support for those new to teaching phonics and reading. The budget has been prioritised to ensure that all children have access to quality texts within our bespoke 'Reading into Writing' teaching sequence.
Content and sequencing of reading supports progress for all children
At Kirk Sandall, we believe that every child should move onto the next stage of their education with reading skills that ensure that they can excel in KS3 and beyond.
We teach reading daily and discretely across KS2, where children develop skills and knowledge in line with the KS2 Programme of Study for English (Reading).
For any children who still need to access phonics provision in order to catch up, we use the Read Write Inc (RWI) program as our systematic synthetic phonics program. The programme has a strong focus on teaching children to know and remember more. Children are taught daily interventions, in small groups or individually by a trained teaching assistant. The children are assessed at least six weekly and moved groups / colour bands accordingly.
Children Falling Behind Catch Up Quickly
Due to close links with our neighbouring infant school, the vast majority of our children are assessed on RWInc before they start with us in Y3. Any children who need intervention receive this from the start of Y3. Children are assessed every half term, but they can be assessed sooner than this, as required.
Phonetically Decodable Books
For those children who are still learning to crack the phonics code, phonetically decodable texts at their level are given so that the children can practice their reading.
Staff are Early Reading Experts
All staff at Kirk Sandall Junior School, have been trained in RWI phonics. Staff delivering phonics interventions access training via the Infant school. KSJS partakes in Trust led RWI Development Day, where our Trust Phonics Lead visits the lessons and offers bespoke training.
We love to read!
The love of reading is promoted widely across school. All children will go to our school library and are encouraged to regularly read at home. These are 'reading for pleasure' texts to help develop vocabulary and also instil a love of reading within children.
Research shows that reading for pleasure has a positive impact on children’s attainment in reading assessments. Children who read for pleasure have enhanced levels of text comprehension, an increased knowledge of grammar and show improvement in their writing. They also have more positive attitudes towards reading than peers. The advantages of reading for pleasure go beyond academic achievement:
‘Other benefits include an increased breadth of vocabulary, pleasure in reading in later life, a better understanding of other cultures, better general knowledge and even ‘a greater insight into human nature’.
Reading for Pleasure: A research overview, National Literacy Trust, 2006
At Kirk Sandall, we promote reading for pleasure. We do this in the following ways:
- Every teacher is an advocate for reading and often recommend their own favourite books to children.
- Reading and books are at the centre of the curriculum, with core texts selected at the centre of the English curriculum and to support the wider curriculum
- We plan time in for all children to read independently, read aloud and be read to during the school day.
- We celebrate World Book Day every year with new exciting themes each year.
- Class teachers read a ‘core text’ to their children daily. This gives children the opportunity to listen to new vocabulary and get excited about stories
Core texts are read daily to children by the teacher. This gives the teacher chance to emphasise their story voice and illustrate their excitement at sharing new stories. The teacher chooses their books carefully to ensure that the texts are of high quality and age appropriate. Reading areas have been developed to promote a love of reading.
In addition to this, we display recommended books, to encourage children to want to read them. We regularly promote reading at home via communications and parent meetings.
