Reading

Belong – Committed – Love – Faith – Joy

Subject Statement of Intent – Reading

At Holy Rosary, Reading is one of the highest priorities because we believe that it is key to academic success in all subjects. It is at the heart of everything we do therefore we should be dedicating time to enabling our children to become fluent and confident readers. We also value the strong links that reading has to children’s mental health and well-being, as we are passionate at growing a love for reading in every child, where they can relax and get lost in a book.

We ensure that children are provided with the highest quality of teaching in Reading, to enable them to become lifelong readers by the end of their primary education.

At Holy Rosary, children will:

  • read easily, fluently and with good understanding.
  • develop the habit of reading widely and often, for both pleasure and information.
  • 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.
  • 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
  • engage in both fiction and non-fiction books.

Reading in KS1 and KS2

We employ a daily systematic approach to reading in KS1 and KS2 classes, to ensure the children are given the opportunity to predict, explore vocabulary, question and collaborate with their peers, before applying the skills that they have been taught independently. Teachers explicitly demonstrate reading using John Murray texts, related to the year group. This is an innovative and powerful strategy that engages all children and promotes vocabulary and comprehension skills.

A love of reading

We promote reading for pleasure as part of our curriculum, allowing the children to share their favourite books from home and providing children with the opportunity to read for pleasure, in class daily, at breakfast clubs and at lunchtime clubs. There are planned events and trips throughout the year including, world book day, visits to the library and Author days. By the time children leave Holy Rosary, our aim is to develop competent readers who can recommend books to their peers and who also have a love of reading.

What we teach across the school for Word reading: Progression grid

What we teach across the school for Reading comprehension: Progression grid

Assessment

In KS1 and KS2 classes, teachers understand the impact of knowing where their children are, through termly and weekly assessments and use this to move to learn forward and bridge any gaps. They also understand where their children need to be, through a secure understanding of the year group expectations and/ or pre key stage expectations. The reading lead also has the opportunity to monitor reading weekly, ensuring quality teaching and learning is taking place.

Children at Holy Rosary will develop a LOVE of reading, which will open up the opportunity to be exposed to a variety of texts, rich in language. We aim for all of our children, regardless of their background and ability, to be able to read fluently, confidently and with good comprehension.

 

Phonics

In Foundation Stage and KS1, we use Ruth Miskin’s Read, Write inc Phonics programme on a daily basis. This enables all children to learn to read fluently and at speed, so they can focus on developing their skills in comprehension, vocabulary and spelling.

We have a reading lead who coaches and supports all the phonics teachers during lessons, to ensure quality teaching and learning. This side by side teaching has the most impact and provides consistency across all of the groups. The children are assessed within their first 2 weeks of school and are grouped according to their phonics ability. The reading lead will then assess and re-group all the children every 6 weeks, to allow us to stretch and challenge all children, as well as identify any children who may benefit from one-to-one tutoring. We then use the assessments to make sure that children read from books with the sounds they know, whilst they are learning to read.