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Reading

The Literacy Subject leader is: Mr Paul Quarry

pquarry@fitzwilliam.wakefield.sch.uk

 

Reading Statement of Intent

It is our intent at Fitzwilliam Primary School to provide pupils with a high-quality education in English that will teach pupils to speak, read and write fluently so that they can communicate their ideas and emotions to others effectively.

With regards to Reading, phonics will be emphasised in the early teaching of reading to beginners when they start school.

We intend to encourage all pupils to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, to gain knowledge across the curriculum and develop their comprehension skills. 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.

  • Subject Leader Curriculum Intent, Implementation and Impact Overview

    Subject: English

    Subject Leader: Paul Quarry

     

    Intent

    Research link

    Implementation

    Impact

    Intention 1:        

    To build an English curriculum which develops learning and results in the acquisition of knowledge and skills.

    To design a curriculum with appropriate subject knowledge, skills and understanding in Speech and Language, Reading and Writing as set out in the National Curriculum so that children can reach and exceed their potential at Fitzwilliam Primary School and beyond.

     

    National Curriculum

    School adheres to the statutory content of the National Curriculum to ensure all children have access to appropriate age related knowledge and skills

     

     

     

     

     

     

     

     

     

    National Curriculum Programmes of Study and Scheme of Work

    • English is planned for, following the KS1 and KS2 school curriculum.
    • English is planned for following the scheme of work (as suggested by Wordsmith but supplemented by high-quality selected texts which also form Units of work).
    • Whilst the National Curriculum forms the foundation of our curriculum, we make sure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary.

     

     

     

     

     

     

     

     

    Children will make at least good progress in Reading, Writing and Speaking and Listening from their last point of statutory assessment of from their starting point in Nursery.

     

     

     

     

     

     

     

    Intention 2:         

    To build a curriculum which develops a love of reading.

    To design a curriculum which has reading at its core across all curriculum areas.   Through choosing quality texts, we intend to develop a love of reading and allow children to recognise the pleasure they can get from their reading, as well as an understanding that reading allows them to discover new knowledge and fuels their imagination for ideas to use in their own work.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Education Endowment Fund research indicates that Phonics approaches have been consistently found to be effective in supporting younger readers to master the basics of reading, with an average impact of an additional four months’ progress.

     

    School – phonics outcomes improved significantly when the systematic teaching of whole class teaching of phonics was introduced.

     

     

     

    Education Endowment Fund research indicates that reading comprehension approaches deliver an additional six months’ progress. Successful reading comprehension approaches allow activities to be carefully tailored to pupils’ reading capabilities, and involve activities and texts that provide an effective, but not overwhelming, challenge.

     

     

     

     

     

     

     

    Phonics

    • The systematic teaching of phonics has a high priority throughout Foundation Stage and Key Stage 1. Phonics is taught daily to all children in Foundation Stage, Year 1 and those in Year 2 who have not passed phonics screening in Year 1.
    • Staff systematically teach learners the relationship between sounds and the written spelling patterns, or graphemes, which represent them. Phonics is delivered in a whole class format because it enables staff to ensure application across subjects embedding the process in a rich literacy environment for early readers.
    • Intervention is planned for those children who are working below expected levels.
    • Jolly Phonics is used as the spine for delivery of the phonics sessions. Jolly phonics is visual, audial and kinaesthetic thus increasing the likelihood of rapid progress.

     

    Reading

    • Reading forms the core of our curriculum. All children read. Books are selected by teachers with the knowledge of how they link to other areas of the curriculum.
    • Reading Scheme – school uses a variety of different reading schemes to provide a wide variety of appropriate quality texts for children to read covering all genres. The schemes incorporated into our reading provision include: Oxford Reading Tree, Project X, Graphic Novels and The Power of Reading recommended texts. All books are Book Banded in order to ensure progression and challenge for all children.
    • All children from year 1 complete the Salford reading test to ensure they read appropriately challenging books.
    • Individual Reading – all children in Foundation Stage read individually to a trained adult each weekly. Throughout school a minority of children will read 1 to 1 with an adult as a form of intervention.
    • Guided Reading – all children from Upper Foundation Stage take part in Guided Reading. Guided Reading Sessions, which run x3 sessions per week, are planned by all teachers to teach a range of techniques which enable children to comprehend the meaning of what they read.
    • Reading Areas All classrooms have class reading areas with topic themed books and author books. All classrooms have access to themed mental well-being books outside the classroom.
    • Library - All children visit the school library each week and choose a book to read at home for pleasure.
    • Reading Bugs - All children have access to Reading Bugs which is a web-based ability appropriate reading scheme which they can access at home and school. Links can be made between Reading Bugs and Wordsmith.

     

     

    Children will have a love of Reading and make at least good progress in Reading from their last point of statutory assessment of from their starting point in Nursery.

     

     

     

    Intention 3:         

    To provide opportunities across all curricular areas for the development and application of Speaking, Listening and Writing skills.

    To design a wider curriculum that provides regular opportunities for pupils to use and apply the writing and spoken language skills they have acquired from the English Curriculum.

     

     

    Education Endowment Fund research indicates that all pupils benefit from oral language interventions, and some studies show slightly larger effects for younger children and pupils from disadvantaged backgrounds (up to six months' additional progress). 

     

    School baseline upon entry data indicates that a significant number of children enter Lower Foundation Stage with speaking and listening skills that are below chronological expectations.

     

    Education Endowment Fund research indicates that children benefit from a balanced approach to literacy that includes a range of approaches. The emphasis of the different approaches will shift as children progress; effective diagnosis can help to identify priorities and focus teaching to ensure that it is efficient.

     

     

    Language

    • The promotion of a language rich curriculum is essential to the successful acquisition across the curriculum.
    • The development of speech and language is identified as one of the most important parts of our schools early years curriculum. A Speech and Language Therapist is employed by school to screen and work with all children as they enter Nursery. This enables staff to match oral language activities to learners’ current stage of development, so that it extends their learning and connects with the rest of the curriculum.
    • The promotion and use of an accurate and rich cross curricular vocabulary throughout school is planned in all subjects. This is evident in all learning areas.

    Writing

    • All Children write daily.
    • School uses the Wordsmith scheme to ensure the coverage of key objectives in grammar which build competency. Opportunities for children to apply their writing are planned and links to the wider curriculum are made when doing this. Writing is assessed at appropriate times when key skills can be applied in a meaningful way and next steps identified by the teacher and also through self and peer assessment. We assess using Writing assessment grids that we share with the other academies in our Multi Academy Trust.
    • School has a presentation contract that all children and staff adhere to. Good presentation is celebrated.

     

     

     

    Children will be able to produce written work in all areas of the curriculum of a similar standard which evidence good progress from their last point of statutory assessment point or their starting point in Nursery

     

     

 

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 PROVISIONDESCRIPTIONRESOURCES / 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 PROVISIONDESCRIPTIONRESOURCES / 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 PROVISIONDESCRIPTIONRESOURCES / 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 PROVISIONDESCRIPTIONRESOURCES / 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 PROVISIONDESCRIPTIONRESOURCES / 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

 

 


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