Helping Your Child to Read and Write

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Reading Procedures at Fitzwilliam Primary School

At Fitzwilliam Primary School reading is an important part of all children’s learning and progress.

The schools main reading scheme is ‘Oxford Reading Tree’ however this is supplemented with other schemes including: Project X and Graphic Novels. School has also purchased ‘Bug Club’. This is an online reading scheme which children can access both at home and school. This means that all children have the opportunity to read a wide variety of books in a structured, challenging and progressive approach. All books, including ‘Bug Club’, are colour banded and this ensures appropriate challenge is provided for all children. Children are also encouraged to enhance their reading through schools weekly library loan service where books are also colour banded. The majority of children leave Fitzwilliam as confident, competent readers with a love of reading. The reading scheme across school is constantly evolving and as a result children are provided with books that not only challenge but also interest them and encourage a love of reading.

Phonics, is an important daily lesson in each class from the Nursery through to Year 2. The school follows the government ‘Letters and Sounds’ scheme which develops the children’s ability to hear, discriminate, recognise and write the sounds. The New Curriculum also supports children’s phonic development and we are working in line with the curriculum content provided.Phonic work is combined with the school’s structured reading scheme to develop reading skills. Every year in June, the Year One pupils take the National Phonic Screening check. The children are expected to reach a benchmark level. Parents are provided with a preparation pack to support their children in readiness for this assessment. Our parents are excellent at supporting the school phonics and reading homework. The children take reading books home daily to practise, improve and enjoy and we appreciate this support enormously.

Please find below a summary of reading procedures for each Key Stage throughout school.

Lower Foundation Stage READING PROCEDURES

READING PROVISION	DESCRIPTION	RESOURCES / PAPERWORK REQUIRED
Book Area	All children have access to the Book Area daily	Reading Books
Whole group reading time	Children are read a book every day at whole group times	Planning – linking to topic Books
Letters and sounds activities	Children have daily access to letter and sounds activities	Letters and sounds planning Phase appropriate resources
Library books	Children have weekly access to a lending library.	Library Books

Middle Foundation Stage READING PROCEDURES

READING PROVISION	DESCRIPTION	RESOURCES / PAPERWORK REQUIRED
Book Area	All children have access to the Book Area daily	Reading Books
Whole group reading time	Children are read a book every day at whole group times	Planning – linking to topic & Books
Letters and sounds activities	Children have daily access to letter and sounds activities	Letters and sounds planning Phase appropriate resources
Individual Reading Weekly (Take home books)	Every child reads their take home book individually with an adult once a week. When reading children are not required to read the whole book to the adult, but the reading time is used to the best benefit of the child. This may include reading words on pieces of paper, talking about the story and responding to texts, decoding words etc. A signed comment is always made in the reading record. Take home books are changed as regularly as they are brought back as long as a parent has commented in the reading record. Books are always changed unless staff feel the child is not ready for the next book.	Take home book Home / School Reading record Pupil reading record
Bug Club	All children have access to the web-based Bug Club, Active Learning site. Teachers will allocate every child a selection of book banded electronic reading books which they can access at home. The Bug Club Active Learning site also enables children to develop their comprehension skills through a range of formatted questions.	Login to Active Learning site PC or Laptop
Individual Reading Daily (Take home books)	Some children are daily individual readers (a manageable number). This is based on needs of children at the time.	Take home book Home / School Reading record Pupil reading record
Guided reading (during literacy sessions):	Children are grouped by educational needs at the time. Children using letters and sounds phases and simple view of reading. Objectives come from literacy session and shared reading. Children have two guided reading sessions each week during literacy sessions Progress is recorded on a guided reading form that has highlighted ELGs and the learning objective for the session. Adult makes comment on progress against learning objectives and any other EYFSP evidence observed if appropriate.	Planning Guided Reading books Guided Reading recording form
Additional Guided Reading (outside of literacy sessions)	Children heard once a week. Teacher delivers the group reading while TA works on individual readers. Objectives may come from literacy session but are more planned to meet identified needs of children Adult comments on guided reading sheet as above	Planning Guided Reading books Guided Reading recording form
Library books	Children have weekly access to a lending library.	SLS books

Upper Foundation Stage READING PROCEDURES

Whatever reading sub level a child is reading at they should be given a reading book 1 sub level higher, but teachers will use their professional judgment to make sure that the book is appropriate.

READING PROVISION	DESCRIPTION	RESOURCES / PAPERWORK REQUIRED
Book Area	All children have access to the Book Area daily	Reading Books
Whole group reading time	Children are read a book every day at whole group times	Planning – linking to topic Books
Letters and sounds activities	Children have daily access to letter and sounds activities	Letters and sounds planning Phase appropriate resources
Individual Reading Weekly (Take home books)	Every child reads their take home book individually with an adult once a week. When reading children are not required to read the whole book to the adult, but the reading time is used to the best benefit of the child. This may include reading words on pieces of paper, talking about the story and responding to texts, decoding words etc. A signed comment is always made in the reading record. Take home books are changed as regularly as they are brought back as long as a parent has commented in the reading record. Books are always changed unless staff feel the child is not ready for the next book.	Take home book Home / School Reading record Pupil reading record
Bug Club	All children have access to the web-based Bug Club, Active Learning site. Teachers will allocate every child a selection of book banded electronic reading books which they can access at home. The Bug Club Active Learning site also enables children to develop their comprehension skills through a range of formatted questions.	Login to Active Learning site PC or Laptop
Individual Reading Daily (Take home books)	Some children are daily individual readers (a manageable number). This is based on needs of children at the time.	Take home book Home / School Reading record Pupil reading record
Guided reading (during literacy sessions):	Children are grouped by educational needs at the time. Children using letters and sounds phases and simple view of reading. Objectives come from literacy session and shared reading. Children have two guided reading sessions each week during literacy sessions Progress is recorded on a guided reading form that has highlighted ELGs and the learning objective for the session. Adult makes comment on progress against learning objectives and any other EYFSP evidence observed if appropriate.	Planning Guided Reading books Guided Reading recording form
Additional Guided Reading (outside of literacy sessions)	Children heard once a week. Teacher delivers the group reading while TA works on individual readers. Objectives may come from literacy session but are more planned to meet identified needs of children Adult comments on guided reading sheet as above	Planning Guided Reading books Guided Reading recording form
Library books	Children have weekly access to a lending library.	SLS books

Key Stage 1 READING PROCEDURES

Whatever reading sub level a child is reading at they should be given a reading book 1 sub level higher, but teachers will use their professional judgment to make sure that the book is appropriate.

READING PROVISION	DESCRIPTION	RESOURCES / PAPERWORK REQUIRED
Book Area	All children have access to the Book Area daily	Reading Books
Reading Sheds	All children have access to Reading Sheds at Playtime and Lunchtime	Reading Books
Whole group reading time	Children are read a book every day at the end of the school day.	Planning – linking to area of learning Books
Letters and sounds activities	Children working from Phase 1 to 5 have daily access to letter and sounds activities. This will be whole class and through additional intervention groups for children who require additional support. Children who have completed Letters and Sounds will progress onto Support for Spelling.	Letters and sounds planning Phase appropriate resources
Individual Reading Weekly (Take home books)	Every child reads their take home book individually with an adult once a week. When reading children are not required to read the whole book to the adult, but the reading time is used to the best benefit of the child. This may include reading words on pieces of paper, talking about the story and responding to texts, decoding words etc. These will be linked to a child’s APP focus. On a half termly basis each child’s reading target will be stuck in their Reading Record along with exemplar questions for parents to ask. A signed comment is always made in the reading record. Take home books are changed as regularly as they are brought back as long as a parent has commented in the reading record. Books are always changed unless staff feel the child is not ready for the next book. Children are responsible for bringing their take home reading book to school daily in order to be able to read. From level 2 onwards children will be able to choose their own take home reading book with guidance from the teacher.	Take home book Home / School Reading record Pupil reading record
Individual Reading Daily (Take home books)	Some children are daily individual readers (a manageable number). This is based on needs of children at the time and reviewed half termly.	Take home book Home / School Reading record Pupil reading record
Guided reading (during literacy sessions):	Children are grouped according to their national curriculum reading level and Assessment focus. Objectives come from literacy session and shared reading. When on Reading Phase of a Literacy Unit, Guided group focus will be Reading and stated on planning with relevant focus / objectives Guided Reading Plans may be used OR groups may be hand-picked dependent on common need Progress is recorded on a guided reading record. AF Evidence is also collated on APP grids.	Guided Reading books Guided Reading recording Guided Reading Plans Reading Analysis APP Grids
Additional Guided Reading (outside of literacy sessions)	Children heard at least once a fortnight. The Teacher or TA will deliver an additional Guided reading session outside the planned literacy sessions. Objectives may come from literacy session but are more planned to meet identified needs of children Adult comments on guided reading sheet as above	Planning Guided Reading books Guided Reading recording form
Reading Journals	Reading Journals will be used by level 3 readers. Children will have a journal at home and 1 in school to complete during guided reading activities. During Reading Phases of Literacy lessons, if children are completing Reading activities, they will use their Reading Journals. Reading Journals may be used by children who are not reading with their teacher in Timetabled Reading Times to complete independent activities of their choice OR a designated activity.	Reading Journals List of Reading Journals activities
Bug Club	All children have access to the web-based Bug Club, Active Learning site. Teachers will allocate every child a selection of book banded electronic reading books which they can access at home. The Bug Club Active Learning site also enables children to develop their comprehension skills through a range of formatted questions.	Login to Active Learning site PC or Laptop
Library	Classes will continue to have one timetabled morning a week to use the library.	Library Cards Browser Cards
Reading Recovery	Individual children will be selected and assessed. They will participate in a 20 week daily 30 minute reading session with Reading Recovery teacher, Lisa Hall.	Reading Recovery Teacher
Catch Up	Children whose reading age is 2 years below their chronological age will receive twice weekly ‘Catch Up’ intervention from TA.	Catch Up assessment Catch Up trained TA Catch Up books Catch Up record booklet
Corridor Reading	All children have access to reading time on the corridors during playtimes and lunchtimes. Children are required to sign up for a space to read during this time.	Reading Books

Key Stage 2 READING PROCEDURES

Whatever reading sub level a child is reading at they should be given a reading book 1 sub level higher, but teachers will use their professional judgment to make sure that the book is appropriate.

READING PROVISION	DESCRIPTION	RESOURCES / PAPERWORK REQUIRED
Home Reading Books	Every child will take a reading scheme book home. Yellow Reading Record can be filled in by parent or child themselves but if a child completes themselves, they have to record three facts about the story or information they have been reading. In both instances (parent / pupil completion of Record), teacher needs to mark (tick / smiley face) Reading Record and award a star if it is applicable. Teachers will keep a record of how many times Reading Records are returned by each pupil. Teachers also to record (on a class copy of Reading Scheme) the books children have read. This will be monitored by class teacher and PQ and could inform future targets for children.	Reading Scheme Books Yellow Reading Records Class Reading Record Sheet Reading Scheme Class Reading Record Sheets
Bug Club	All children have access to the web-based Bug Club, Active Learning site. Teachers will allocate every child a selection of book banded electronic reading books which they can access at home. The Bug Club Active Learning site also enables children to develop their comprehension skills through a range of formatted questions.	Login to Active Learning site PC or Laptop
Guided Reading (In Literacy Hour)	When on Reading Phase of a Literacy Unit, Guided group focus will be Reading and stated on planning with relevant focus / objectives Guided Reading Plans may be used OR groups may be hand-picked dependent on common need	Planning Guided Reading Plans Reading Analysis APP Grids
Timetables Reading Times Guided Reading Other Children	Guided Reading Plans may be used OR groups may be hand-picked dependent on common need. Other children will complete one of the following Reading activities during these times: Reading Journal Activity Independent Reading Reading Stars (LH)	Guided Reading Plans Reading Analysis APP Grids Reading Journals Reading Stars
Reading Journals	Reading Journals will be used throughout KS2. During Reading Phases of Literacy lessons, if children are completing Reading activities, they will use their Reading Journals. Literacy Books will become Writing Books. Reading Journals may be used by children who are not reading with their teacher in Timetabled Reading Times to complete independent activities of their choice OR a designated activity.	Reading Journals List of Reading Journals activities (PQ)
Library	Classes will continue to have one timetabled morning a week to use the library.	Library Cards Browser Cards
Whole Class Reading Time	Each class to have at least one fifteen minute class Reading session every week (possibly from 10:15 – 10:30 on a Friday) to read a class novel which links to Literacy work, a particular author of focus or Theme work. This will then provide a common text on which to base Reading Journal activities, if needed.	Class novels
Catch Up	Children whose reading age is 2 years below their chronological age will receive twice weekly ‘Catch Up’ intervention from TA.	Catch Up assessment Catch Up trained TA Catch Up books Catch Up record booklet
Individual Reading Daily (Take home books)	Some children are daily individual readers (a manageable number). This is based on needs of children at the time. TA’s will listen to these children read.	Take home book Home / School Reading record Pupil reading record
Reading Sheds	All children have access to Reading Sheds at Playtime and Lunchtime	Reading Books
Corridor Reading	All children have access to reading time on the corridors during playtimes and lunchtimes. Children are required to sign up for a space to read during this time.	Reading Books
Additional Reading Time	Children in KS2 who do not read at home at least once during the week will participate in additional reading time on a Thursday lunchtime.	Reading Books Reading Log

Aims of Writing

The aim for English at Fitzwilliam Primary School is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.

In relation to writing the national curriculum for English aims to ensure that all pupils:

acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language;
appreciate our rich and varied literary heritage;
write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences;
use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas;
are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

At Fitzwilliam Primary School Writing is a crucial part of our curriculum. All children from Foundation Stage to Year 6 are provided with many opportunities to develop and apply their writing skills across the curriculum.

Please look at the Writing Policy link on our Curriculum Wriitng page if you require further information about writing in school.

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Helping Your Child to Read and Write

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