At Wainwright Primary Academy, we want our pupils to enjoy reading, to be able to use their reading to help them to learn and to develop increasing confidence and competence in reading so that they are able to:
- read for pleasure
- read fluently, accurately and with understanding
- become independent and critical readers who make informed and appropriate choices
- select information from a wide range of texts and sources including print, media and ICT and to evaluate those sources
- apply techniques such as skimming, scanning and text-marking effectively in order to research and appraise texts
It is essential 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.
This consists of two dimensions:
- Word reading (decoding)
- Comprehension (both listening and reading)
At Wainwright we develop children’s skills in word reading through decoding, by teaching daily phonics sessions from foundation through to year 2 using letters and sounds.
Children are taught the skills of reading and reading comprehension specifically through reading sessions – this may be taught as a whole class or during a guided reading sessions. In guided reading, the children are grouped according to their reading ability. However, it is important that children have the opportunity to listen to and have access to texts that are age appropriate regardless of their reading ability. This is to ensure their comprehension skills are developed whilst their decoding skills are being improved. When not reading with an adult, then the children are given a purposeful activity to complete independently which allows them to practise or apply their learning taught during guided sessions.
Children in foundation and key stage 1 take home a regular reading book. These reading books may either be a book form a scheme (Oxford Reading Tree) or a “real” book with a mixture of fiction and non-fiction. This is to ensure that the children have access to a wide range of titles and genres. These books are levelled, according to the National Book Banding system and class teachers are responsible to ensure that the levels correctly match the child’s ability. We aim to swap these books at least twice per week. This reflects the philosophy and research by “Switch On” which states that children benefit more by reading a familiar book than a new one. Parents have a home/school reading book, in which they make comments about their children’s reading. This book is also used as part of a reward system to motivate children to read at home.
Children in key stage 2 choose books from a class set guided by the teacher.
Other reading at the academy
At the academy, we strive to provide the children with a print rich environment, with for example topic vocabulary on display, key word displays and interactive displays. Children are expected to read during most lessons, including foundation subjects and as part of structured play sessions – role play areas are purposefully set up to encourage this. To develop a culture of reading, each classroom has a book corner, as well as a well-stocked dedicated library. We also aim to visit our local library at least once a term.
We hold very successful book fairs and celebrate World Book Day as an annual event.
For the children that are vulnerable to not making progress we also use the following interventions:
- Switch on
- Fisher Family Trust
- Reading recovery
- Phonics interventions
- Rapid reading (key stage 2)
- Precision teaching