Reading at Wyndcliffe Primary School

In Key Stage 1, pupils benefit from the Read Write Inc. programme and are taught to retrieve and decode from appropriate texts. They are also taught simple inference in order to understand character’s motives, actions, thoughts and feelings. It also teaches children from a young age, to read accurately and fluently with good comprehension. Children are exposed to the Read Write Inc programme from Nursery, where they learn the 44 phonic sounds. We aim that all children have completed the programme by the end of Key Stage One. Children in Year One, will also take part in the statutory 'Phonics Screening Check', during the summer term. Those children who need additional support may also undertake phonic based interventions, during Key Stage Two. Those children who pass their Phonics Screening Check begin the whole class approach.

The children learn to form each letter, spell correctly, and compose their ideas step-by-step. You can find out more about the Read Write Inc programme here. 

In Key stage 2, Reading is taught using a whole class approach using high-quality and age-appropriate texts every half term in Key Stage 2. Pupils are taught the skills of ERIC (explain, retrieve, inference and choice) alongside how to decode.

All pupils have opportunities to read on a one to one basis with an adult at least twice a week.

As a result they are immersed into the pleasure of reading. Teachers use a variety of teaching styles designed to illicit higher order responses from pupils.

The Wheel of Wellbeing is also embedded through the reading curriculum and supports key issues related to mental health through the lens of a key character.

Children in all classes have access to a book corner, story time and have a class book for a sustained period: this ensures that reading is correctly modelled to children as well as giving them the opportunity to enjoy being read to and a weekly slot in our well-stocked library.

Reading is also driven forward by the use of Accelerated Reader. AR helps teachers manage and monitor children’s independent reading practise. Children pick a book at his or her own level and read it at their own pace. When finished, the children take a short quiz on the computer – passing the quiz is an indication that the child has understood what has been read. Teachers assist children by:

• Guiding them to books appropriate to their ability and interests
• Asking probing questions as the child reads and before quizzing
• Pairing children with others, reading with or reading to through our Peer Tutoring Programme

Since they are reading books at their own reading and interest levels, most children are likely to be successful and enjoy the books and quizzes.

Even at dinnertimes and playtimes, children have access to age-appropriate texts through the use of our Reading Trolleys. A designated member of staff is always on hand to support children who choose to read at this time.

Children also receive raffle tickets as incentives to read more. The more raffle tickets they collect the more of a chance they get to win a book, of their choice, from one of our vending machines.
 

Throughout their time at Wyndcliffe, children will be able to:

• read easily, fluently and with good understanding
• develop the habit of reading widely and often, for both pleasure and information and develop a love of books
• 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

We carefully monitor the children’s reading at home and encourage parents to be fully active and engaged through INSPIRE workshops and communication through the use of reading diaries. Wyndcliffe also takes part in national celebrations of reading such as: World Book Day, Story Telling Week and Roald Dahl Day.

The school is determined that every pupil will learn to read, regardless of their background, needs or abilities. All pupils, including the weakest readers, will make good or outstanding progress, to meet or exceed age-related expectations.