How do we teach Reading at Beechcroft?
In EYFS (Early Years Foundation Stage) and Key Stage 1 individual reading books are closely matched to the phonics being taught. From Year 2 up every child in the school follows our banded reading scheme which is comprised of a variety of published schemes. In EYFS and KS1, children are read with a minimum of fortnightly by their class teacher, teaching assistant or a member of SLT – the focus of this session is both decoding and comprehension. Governor readers and teaching assistants are also used across the school to undertake weekly sessions with struggling readers. In KS2 (Key Stage 2), children are given regular opportunities throughout the week to read independently. The expectation of home reading is a minimum of ten minutes, five times a week. This is recorded in reading records and checked a minimum of weekly by staff.
In terms of teaching comprehension, a whole class guided reading approach is taken. In KS1 this comes through the Read, Write Inc scheme whilst in KS2 a daily 45-minute session focuses on a range of comprehension questions using the VIPERS acronym – Vocabulary, Inference, Prediction, Explanation, Retrieval and Summary.
A class novel is shared daily for 15 minutes across every classroom in the school. KS2 focus on comprehending this text twice a week. On the remaining three days comprehension is based around a wide breadth of texts, including poetry and non-fiction. The balance of texts studied is carefully considered to ensure varied representation as well as opportunities to explore archaic language.
Whole school reading initiatives to raise the profile of reading with pupils and parents are termly. In the academic year 2019-2020 these have comprised of: a visiting book fair in the autumn term, World Book Day focus in the Spring term and the Summer Reading Challenge to end the year. Lunchtime story club is popular amongst pupils and staff alike; fostering a shared love of stories.
How do we monitor and support progress in reading at Beechcroft?
- In every reading lesson teachers offer responsive feedback to address common errors and misconceptions.
- Pupils' progression through the banded reading book levels are reviewed by teachers on an ongoing basis as are individual reading books.
- Three times a year a PIRA (progress in reading assessment) or SAT as well as a QLA (question level analysis) is carried out to measure progress in this area and inform next steps of teaching and learning.