‘Reading is essential for those who seek to rise above the ordinary’ Jim Rohn
Our library
We have had exciting things happening within our library! We were lucky enough to be given a grant, which meant we were able to purchase lots of lovely new books for school! Mrs Bryan has also been part of a project called ‘World of Stories’ whose vision is to instill a love of reading and expose them to a range of genres and independent publishers! Each class are on a daily rota to be able to spend time within the library with our Reading Leaders!
Reading Intent
At Bowesfield Primary School, the teaching of reading is a key driver and at the very core of our curriculum. It is our intention to ensure that by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.
It is our intention that over their journey at Bowesfield Primary School, children are read to, enjoy discuss and work with a selection of core books.
Each year group are immersed in a wide range of text types and diverse themes. They are inspired by a range of authors and poets and exposed to a balance of new and classic literature, creating a living library inside the child’s minds which will give them a good grounding for independent reading in the future.
We therefore intend to encourage all pupils to read widely across both fiction (including poetry and play scripts) and non-fiction so all children are exposed to a variety of literature, genres and authors to:
- Develop pupils’ language and vocabulary capability to support their reading and writing.
- Support pupils to develop fluent reading capabilities through the use of balanced and engaging whole school approach to developing reading, which integrates both decoding and comprehension skills.
- Teach word reading skills through an effectively implemented systematic phonics programme.
- Teach reading comprehension strategies through modelling and supported practice.
- Target teaching and support by accurately assessing pupil needs to both support and challenge with high expectations for all.
- Use high-quality structured interventions to help pupils who are struggling with their literacy.
- Embed a culture of reading for pleasure both at home and in school.
- Develop effective partnerships with parents and carers that allow them to support their child with learning to read.
We are committed to providing a broad and diverse range of texts and books from across the curriculum which are rich in vocabulary. The sharing of stories is central to our provision throughout the school so children enjoy both reading and being read to as part of our daily timetable.
Implementation
Teaching Word Reading and Phonics
From Nursery to Y6, synthetic phonics is taught through the Read Write Inc. programme in streamed groups. This scheme ensures a fast-paced, structured and inclusive approach. Starting with individual or ‘pure’ sounds, children progress through to sound blending where children are introduced to multi-letter graphemes, such as igh, tious and ough. Once children have progressed through the three set groups of sounds, children should have the skills to read and write words independently. To ensure children are being challenged and working at the appropriate level, regular assessments take place.
Whole class reading
When children have completed the Read, Write, Inc phonics programme, reading is developed during whole class reading, using high quality texts and focused skill teaching. Strong links are made between reading and writing. Children read and enjoy high quality fiction and non-fiction texts, which (where possible) are linked to their subjects across the curriculum. All children read aloud during daily phonics or fluency strategies; in addition to this they read aloud in lessons throughout the day.
In whole class reading sessions, children develop their key reading skills of: 
- Decoding
- Vocabulary
- Inference
- Prediction
- Explanation
- Retrieval
- Summarising
Sequence of a whole class reading session
- Vocabulary children are going to read (10 minutes) – KS2 use dictionaries to find definitions.
- Read aloud and follow the text.
- A high-quality discussion with focussed questioning by the teacher to assess understanding.
- A focus on a key reading skill – using question stems or reading activities.
Children also continue to develop their reading fluency skills, building upon their phonics knowledge and skills. We recognise the importance of developing a rich and extensive bank of vocabulary; therefore, we discreetly teach vocabulary directly linked to the text during every phonics. This is reinforced daily during sessions, ensuring new vocabulary is embedded. All classes are exposed to a daily class reader, for pleasure, to excite and engage the children, and to expose them to new and varied vocabulary.
Reading at home is encouraged and promoted through class incentives and parental engagement sessions. Children working on the Read Write Inc. programme take home a book matched directly to their current phonics level; they are also encouraged to choose an additional reading for pleasure book to share with their family at home. We expect family members at home to read these books with their child daily.
Impact
Through the teaching of systematic phonics, our aim is for children to become fluent and confident word readers by the end of Key Stage 1. As a Year 6 reader, transitioning into secondary school, we aspire that children are fluent, confident and able readers, who can access a range of texts for pleasure and enjoyment, as well as use their reading skills to unlock learning and all areas of the curriculum. We firmly believe that reading is the key to all learning and so the impact of our reading curriculum goes beyond the results of the statutory assessments.
Reading opportunities at our school
Pupils have access to a wide range of reading opportunities that include:
- Whole-class reading
- shared reading
- regular independent reading
- home/school reading
- hearing books read aloud on a daily basis
- selecting own choice of texts including ICT texts
- reading in other subjects including ICT texts
Much of the Programme of Study will be taught through English lessons and Whole Class Reading sessions. Additional time is provided on a regular basis for reading at other times. There is time set aside for independent reading, using the library, listening to whole class stories and research linked to other subjects.
Real life experiences
At Bowesfield, we are passionate that the children are exposed to real authors and have the opportunity to ask questions and to hear inspiring stories to improve their aspirations. We have had many virtual visits by authors and also we have been lucky enough to have authors come into school. Each year we take part in Stockton Children’s book of the year where the children have the opportunity to vote for their favourite book and write reviews based upon these.
As well as creating experiences inside of school, we have strong links with our local library in Stockton. Lucie the librarian has visited our school on numerous occasions and we have visited the library.
Teaching and Learning
Teachers promote and value reading as an enjoyable activity and a life skill. Teachers plan for a range of comprehension strategies that allow pupils to engage with text in a variety of ways to suit different learning styles.
In shared reading, the teacher models the reading process to the whole class as an expert reader providing a high level of support. Teaching objectives are pre-planned and sessions are characterised by explicit teaching of specific reading strategies, oral response and collaboration. Texts are rich and challenging, beyond the current reading ability of the majority of the class.
Teachers plan for independent reading activities during sessions of English teaching. Texts are selected so that pupils can access them without support. The focus for the reading is to provide practice and develop personal response to text.
Many other opportunities are provided for pupils to practise and extend reading in other subjects. Pupils select texts under the guidance of the teacher for independent and home/school reading. Teachers monitor independent reading and discuss progress with individual pupils on a regular basis. Where pupils are working below age appropriate objectives they have the opportunity to participate in regular Reading Intervention groups.
All teachers are responsible for providing a stimulating reading environment, promoting book ownership and recommending books to pupils. Classroom and central displays are language rich and special displays should promote authors and books.
Resources
All classrooms have a well-stocked book area with a range of fiction and non-fiction. Pupils also have opportunities to read magazines, information leaflets and ICT texts. The school library is an important resource and pupils are taught how to use it appropriately.
Lexia
Class Readers
Oxford Reading Tree
Tree Tops
Ginn Pocket Reads
Rigby Star Guided Reading Packs
RWInc books
Please click the links below:
