Reading

Intent

At Westcroft School, we believe that effective reading instruction will enable learners to read accurately and fluently while also understanding and enjoying it. Learners in the early stages of reading develop the phonics knowledge and language comprehension required to read, as well as the ability to communicate, which lays the groundwork for future learning. Using appropriate reading strategies, students are given a progressive and diverse learning experience that aims to engage them in learning while also enriching their reading skills. Creating a positive reading culture inspires our learners to develop a love of reading that progresses into an enriching life skill.

At Westcroft, we aim to

• Allow leaners to develop a love of reading, and be able to understand more about the world in which they live, through the knowledge they gain from texts.
• Provide a range of reading strategies that support the learning needs of our pupils.
• Enable learners to read as accurately and fluently as possible, with both understanding and enjoyment.
• Inspire learners to develop love of books for pleasure.
• Enable leaners to respond to the texts they read/have read to them.

Implementation

In order to achieve our intent, we have developed a comprehensive implementation plan for Reading, which encompasses the following key strategies and approaches:

High-Quality Teaching and Learning

Every classroom provides an environment conducive to reading, with well-stocked book corners and reading areas. Our teachers model good reading habits and employ a range of strategies to inspire leaners to engage with texts. Regular reading sessions are  embedded into the daily timetable, allowing for shared, guided, and independent reading. The whole school overview of coverage for reading plans for the use of high quality texts. We carefully select texts every half term for each pathway and key stage to promote a love of reading, incorporated as part of timetabled lessons.

Phonics

Essential Letters and Sounds (ELS) is a DfE validated systematic synthetic phonics program used to develop early reading skills, phonics and sound work. It sets out a detailed and systematic program for teaching phonic skills. Phase 1, 2 and 3 leaners have a 45 minute phonics lesson each day. Learners are grouped for phonics and lessons are carefully adapted by teachers to suit the needs of the learners.

ELS lessons are based upon the principles of: the delivery of high-quality first teaching with well-structured daily lessons; the use of consistent terminology by teachers, children; the use of consistent resources that support effective teaching and repetition and reinforcement of learning.

Reading scheme

We are continuing to grow our library and reading scheme to support learners in becoming fluent readers. For leaners who are accessing phonics, one book is provided weekly which is very closely matched the phonics sounds they have learnt. This decodable book allows them to read accurately and confidently gives them opportunity to concentrate on the fluency of their reading. Leaners are heard read during phonics lessons and individual reading daily giving them opportunity to become more fluent readers. As well as their phonetically decodable book, leaners receive books from the main reading scheme which are still closely matched to the phonics sounds they have learnt but also have some more challenge in them. Leaners beyond phonics are provided with a book from the main scheme or may be a free reader. Free readers are given the opportunity to choose their own book from the library.

Parental Engagement

To support their reading, we encourage learners to read at home regularly. In order to access phonetically decodable books, leaners are given access to online library of books which follow Essential Letters and sounds. Teachers carefully choose which books to set for learners to access with their parent/carer.

Impact

The implementation of the aforementioned strategies will lead to a positive impact on our pupils’ reading attainment, enjoyment, and overall educational development. The impact of our outstanding Reading provision will be assessed through various measures, including:

Assessment

Leaners are assessed termly using the Essential Letters and Sounds tracker. This allows us to monitor progress in phonics and carry out appropriate interventions for leaners who need it. A reading age test (SALFORD) is also carried out termly. This assessment shows leaners progress in word reading and comprehension. Furthermore, eveyr half term, teachers track progress in reading against our “a” steps using SOLAR.

Reading for pleasure

Our focus on providing diverse and engaging reading materials, along with a supportive and immersive reading environment, will foster a love for reading. We will evaluate the impact through surveys, book reviews, and informal discussions with pupils, ensuring that an increasing number of children actively choose to read for pleasure both inside and outside of the classroom.