Reading
Curriculum Leaders - Mrs. Watson and Miss. Baylis
Phonics Leader - Mrs. Millington
Reading Subject Leader - Mrs. Watson and Miss Baylis
Link Governor - Mrs. Williams
At Holmer Lake Primary School, we aim to instil a love of reading in all our children. Our reading curriculum is designed to ensure that pupils read for pleasure as well as use books to research and gather new knowledge to broaden their learning.
The aims for teaching the Reading curriculum are to develop pupils who:
- Read with fluency and with good understanding, developing a fluency to confidently read at speed (90 words per minute)
- Have a love of reading and be avid readers who are able to express preferences and opinions about the texts that they read
- Read a wide variety of literature, for pleasure and for information
- Are exposed to a wide range of vocabulary
These aims are embedded across our English lessons and the wider curriculum. We believe that a secure knowledge and understanding of the English language is crucial to a high-quality education and will equip our children with the tools they need to participate fully as a member of society.
We follow the National Curriculum for reading and teach early reading through the systematic, synthetic phonics programme, Read Write Inc. Which is a scheme that is validated by the Department for Education to ensure that children can learn the phonics code required for them to become fluent, confident readers.
See Phonics for further details.
We further develop reading comprehension skills, outlined in the content domains. The curriculum has been carefully sequenced in a logical progression to ensure that knowledge and skills build on what has been taught before. This enables our pupils to know more and remember more.
Please click here to view Reading progression.
All pupils are exposed daily to a variety of quality books and shorter texts that are both fiction and non-fiction. Everybody can become fluent, confident readers who are able to successfully comprehend and understand a wide range of texts. Pupils develop a love of reading; a good knowledge of a range of authors; understand more about the world in which they live to widen their horizons and raise their aspirations. Reading is prioritised across our broad and balanced curriculum allowing pupils to read and understand all subjects. Pupils develop resilience by reading and re-reading to develop their understanding of challenging vocabulary.
Reading is taught in whole class lessons where no child is left behind, with the aspiration that every child can become a fluent, confident reader.
At all stages, reading attainment is assessed to ensure that gaps are addressed quickly and effectively so that pupils’ progress is accelerated. Early readers are taught by skilled teaching staff through the Read, Write Inc. programme, ensuring that their reading books match their current phonetic understanding. Continuous assessment takes places to ensure that pupils have embedded new knowledge and understanding to inform the teaching sequence and groupings or the need for tutoring. There is a sharp focus on ensuring pupils gain fluency and phonic knowledge alongside language comprehension as modelled by the Scarborough Reading Rope (2001).
Formative assessment takes place daily, while termly summative assessment takes place in the form of Teacher Assessments and NFER testing (Autumn and Summer) which allows analysis of gaps in learning to be quickly addressed.
SMSC and British Values.
To develop Spiritual, Moral, Social and Cultural values, children read a range of high-quality texts that explore values to inform children’s perspective on life and respect for other people.
Author visits to promote a love of reading.
Inclusion
At Holmer Lake Primary School we actively seek to remove the barriers to learning and participation that can hinder or exclude individual or groups of pupils. All children benefit from quality first teaching in the classroom where teachers set high expectations, cater for the needs of individuals, and provide opportunities for all pupils to achieve and progress. Teachers are aware that pupils bring different experiences, interests, and strengths to school which influence the way they learn. Teachers plan and adapt their approaches to teaching and learning so that all pupils can take part in lessons fully and effectively. For example, in reading, a pupil may require a simplified version of the text, peer work with a pupil who is working at greater depth or an adapted success criteria.
Inviting spaces to relax and read.
Inviting spaces to relax and read for pleasure.
Leaders are very clear about the central importance of reading in the curriculum. To this end, they have established a systematic and well-resourced approach to teaching phonics. From the first day in Reception, staff teach about letter sounds. They support children to develop good speaking and listening habits. This serves them well in all areas of learning. By the end of key stage 1, almost all pupils have grasped the phonics code and many are reading fluently. If any pupils need to catch up, then well-trained staff provide them with extra practice. Inspection report: Holmer Lake Primary School 4 and 5 May 2023 2 The focus on supporting pupils to become informed and capable readers continues across key stage 2. Daily classroom reading, story time and a rich range of fiction, non-fiction and poetry provide pupils with plenty of quality literature to enjoy and learn from.
Holmer Lake Primary School Ofsted Report May 2023.
