How we teach Reading
The 'mechanics' of reading are initially taught using the Letters and Sounds programme. This is supplemented with exploration of a range of text types and explicit teaching of reading skills during daily English sessions in each year group.
Pupils have a daily guided group reading session where reading is taught to groups differentiated by ability. Some activities during guided reading follow up on the text read the day before or prepare the children for the text being read the next day. Children also read individually with their Teacher, Teaching Assistant and adult volunteers (Reading Buddies); the frequency of this depends upon the age and individual needs of the child and all adults record important information in a reading record which is kept in the child's bag and taken home/returned to school daily. This provides a 1:1 opportunity, geared to the child's stage of development.
Reading is assessed using National Curriculum statements and information about a child's progress is shared at parents evenings. Every classroom has an attractive reading area which is well stocked with a range of genres which are suited to the reading ability of the children in the class. Both fiction and non-fiction books are also borrowed from the Wiltshire Learning Resource Library, often linked to class topics.
When children start school, parents are invited to attend a workshop which gives guidance on how to support their child with reading at home and they receive a booklet of ideas. All pupils follow the school reading scheme (Oxford Reading Tree supplemented by Pearson Bug Club and Jolly Phonics) until they are assessed by their teacher to be competent enough to be a 'free reader'. This is irrespective of chronological age and we have a wide selection of scheme books for older readers. Books are banded and children have books from within a particular colour band until they are ready to move onto the next. Each colour band contains books from a range of commercial schemes as well as those within our main schemes, some based on developing phonetical skills and others building up comprehension and genre awareness.
We have broken down the leadership of English: