Hareside Primary School

{SECTION_MENU}Reading at Hareside

Reading at Hareside

Intent

At Hareside Primary School, we believe that all pupils should be able to read, regardless of their background, needs or abilities.  We want pupils to be able to read unknown words by effectively applying strategies they have been taught throughout their time in primary school and try to work out the meaning of new vocabulary in the context they have read. Our aim is for children to leave Hareside Primary confident and able to independently apply the skills of understanding vocabulary, retrieval, inference, prediction, summarising and sequencing as well as having the language to explain their opinions using evidence from the text.

Our phonics programme matches the expectations of the English national curriculum and early learning goals and our reading books show a cumulative progression in phonics knowledge that is matched closely to the school’s phonics programme. We want every child to be a fluent reader by the time they are 7 and if not they are given every effort to catch up so that they can access a broad and balanced curriculum. 

We intend to create confident readers who develop a love of reading. We ensure the children are immersed in books and have the opportunity to read and explore a range of genres and read with fluency, expression and understanding. Our aim is that in lessons children will be able to decode new words using strategies taught and have a clear understanding of the text at their level. We know that to create successful readers who can successfully comprehend texts, they must have a love of reading and at Hareside, our focus is to immerse our children in books to develop that enjoyment. We recognise the importance of vocabulary and interactions with adults to talk about books and this is reflected in our daily practice. 

We set high expectations and all pupils are encouraged to read at home aloud, as well as reading aloud and silently in school. We understand the importance of parents and carers in supporting their children to develop their reading; we encourage a home-school partnership which enables parents and carers to understand how to enhance the skills being taught in school. 

 

Implementation

Nursery

In our Nursery the children experience carefully planned activities to develop their early phonic skills and auditory memory. This will help to prepare them for oral blending and segmenting and ensure that they are ready to access Read Write Inc when they start Reception. 

Love of Reading

In our Nursery the children access daily stories and rhymes. The children have regular opportunities to sing familiar songs and nursery rhymes. They also access a set of quality, age appropriate key texts which they get to know really well. The key texts we have chosen are often repetitive, making them easier for the children to join in. This ensures that reading becomes interactive and fun.

The children also have a daily poetry and rhymes session which focuses on a wide variety of traditional Nursery rhymes.

The Nursery has their own library and the children get to choose a book to take home and share with parents.

Reception

From the start of Reception, synthetic phonics is taught using Read Write Inc. Phonics is delivered daily, ensuring that children rapidly learn all letter sounds and move quickly on to segmenting and blending these sounds to support their reading and writing. In Reception the focus is on the children recognising and blending using Set 1 and Set 2 sounds. The children’s phonics progress is assessed frequently so that teachers can identify any children who might need targeted support. The children take home a RWI Book Bag Book which closely matches the sounds they are learning in their RWI phonics groups.

Love of Reading

We continue to build on the children's love of stories in Reception. The Nursery key texts are available in the class reading area for the children to revisit and share with their friends and staff. The Reception key texts build upon the Nursery Selection. Some continue to use patterned language and they encourage the children to retell the stories and talk about the characters. We also ensure that our topics are based around quality stories, poems and non-fiction texts. 

The children also have access to a daily poetry and rhyme session. The poetry books have been carefully selected to encourage the children to join in repetition and rhyme with enthusiasm and interest.

The children also have weekly access to the Reception/KS1 library to choose their own books to share at home.

Year 1

Daily Read Write Inc sessions continue in Year 1 with a focus on consolidating set 1 and 2 sounds as well as introducing set 3 sounds. As in Reception the children’s phonics progress is assessed frequently so that teachers can identify any children who might need targeted support. The children also take home a RWI Book Bag Book which closely matches the sounds they are learning in their RWI phonics groups. 

Love of Reading

Just like in Reception, the previous years key texts are available in the Year 1 class reading area for the children to revisit and share with their friends and staff. The Year 1 key texts that we have chosen for the children are still based around picture books to encourage a love of reading. The illustrations and some rhyming text really help the children on their journey to become independent readers. 

The children also have access to a daily poetry and rhyme session. The poetry books have been carefully selected to offer different authors and poems and build on what they have experienced in Early Years.

The children also have weekly access to the Reception/KS1 library to choose their own books to share at home.

Year 2

A high percentage of our children pass the phonics screening test in Year 1 and those children who can decode and are proficient in phonics, move to guided reading sessions. The children move from the grey RWI Book Bag books to banded reading books which are monitored to ensure the children are accessing texts appropriate to their reading skills. Children who need a little extra support with their fluency are heard read daily. Any children who did not pass the Year 1 phonics screening test will continue to access RWI phonics in appropriate ability groups.

Love of Reading 

The Year 1 key texts are available in the Year 2 class reading area for the children to revisit and share with their friends and staff. The key texts that we have chosen for the children to become very familiar with in Year 2 are important as the children begin to move from picture books to experiencing chapter books. These provide a more substantive story line and make the children use their imagination. 

The children also have weekly access to the Reception/KS1 library to choose their own books to share at home. They have access to both picture books and chapter books.

Years 3 and 4

Books are carefully monitored to ensure the book band they are working within is at the correct level for optimal fluency. Levels and book bands continue from Key Stage 1 ensuring a cohesive approach to reading in school. As well as banded home reader books, children have constant access to the year 3 and 4 library area where they can independently choose a book from a wide selection of age appropriate, high quality texts. 

Children will read at least once a week to the teacher in whole class guided reading sessions where high quality and engaging texts are used for all children. Comprehension skills are developed using VIPERS. Children read aloud to a member of staff during guided reading sessions each week and those who benefit from extra fluency and retrieval practice are part of our daily reading programme. 

In year 3 and 4 children and staff use Reading Plus, to improve reading fluency and comprehension. Reading Plus automatically provides instant feedback to children and teachers and works at the child’s own sight reading pace and reading level with regular practice improving both. Children are expected to use Reading Plus both at school and at home as homework to ensure they complete 5 modules per week. Detailed analysis allows staff to ensure progress in reading and target those children who require further practice. 

We provide two reading interventions targeted at groups of children:

  1. Read Write Inc phonics scheme intervention. 
  2. Reading Plus analysis targeted intervention.

Years 5 and 6

Like year 3 and 4, our upper key stage two children read at least once a week to the teacher in whole class guided reading sessions, using the VIPERS approach to improve comprehension. Texts are carefully selected to enhance the curriculum, engage and challenge our children. Those children who we feel will benefit from reading aloud regularly are given the opportunity to read to an adult frequently.

Children in years 5 and 6 access the Accelerated Reader programme and those children who are transitional readers access ‘Star Early Literacy’ within the Accelerated Reader programme. Books are selected using their ‘zone of proximal development’ (ZPD) range and children can independently select their book within this range. Our year 5 and 6 library is organised according to ZPD ranges and staff guide children to select appropriate books when necessary; however children are also given lots of opportunities to explore and select additional books should they wish in a dedicated non ZPD section of the library. Children are encouraged to read aloud at home at least three times a week and once a book is complete, children complete a quiz to check their level of understanding, which helps us check that the book is at the right level. Children are further engaged in reading through regular competitions such as word counts. We work closely with parents who can view and monitor their child’s progress using Accelerated Reader Home Connect. 

As well as Accelerated Reader, years 5 and 6 also access Reading Plus to complete at least 5 modules a week, with teachers using the detailed analysis of each child to help support and further develop each child’s reading ability. 

Targeted reading interventions take place in year 5 and 6 for a group of children using the Fresh Start scheme for reading and spelling as well as the Reading Plus scheme which provides detailed analysis and suggested lessons for each child

 Love for reading in Key Stage 2

In KS2 the children enjoy daily story time sessions, made special by each teacher taking an individual approach to ensuring that children enjoy this dedicated story time, listening to books. As in key stage one, each year group has carefully chosen key texts. The staff choose the texts to develop pupils' vocabulary, comprehension, love and enthusiasm for reading and provides our children with access to books they may not otherwise read. These books are kept on display in the classroom for children to read independently alongside a frequently changed selection of high quality texts from the main library, sometimes related to current learning in class that the children are encouraged to browse and read.

The children also have the opportunity to read their own book for 15 minutes every day during their ‘Drop Everything And Read’ time or can choose to use this time to access Reading Plus. 

Children have constant access to one of two library areas; one for lower KS2 and the other for upper KS2, where they can independently choose a book from a wide selection of age appropriate, high quality texts and settle into the reading pod or seated area outside their classroom to enjoy their  book. In years 5 and 6 as well as the accelerated reader library, there is an additional area with books not in the accelerated reader scheme. 

 

Impact

At Hareside, through the teaching of systematic phonics, our aim is for children to become confident word readers by the end of Key Stage One and develop a love for reading which will allow them to access our broad and balanced curriculum. We are relentless in our mission to make every child a fluent reader, with rigorous support to allow those children who require it to  be independent, fluent and enthusiastic readers who read widely and frequently. Our children read to enhance their knowledge and understanding of all subjects in the curriculum by reading widely across both fiction and non-fiction and our school is dedicated to ensuring children are immersed in texts which they can enjoy. Children are encouraged to develop their own love of genres and authors and to review their books objectively, enhancing a love of literature across a range of genres, cultures and styles.

Useful Links

Phonics

Phonics at Hareside

 

Reading

Reading at home

Early Reading Information Booklet

Hareside Book Club - Greenaway Prize Shadowing

Key Stage 2 Approach to Reading Autumn 2020

Year 5 & 6 Parent Information - Accelerated Reader

Hareside Key Stories

RWI home readers

Reception Reading presentation

Parents comments suggestions for reading records

Reading at home Hareside reading record comments

Websites to support reading at home (attached to email )

 

Home Reading Challenges

Spring 2021 Reading Challenge

November reading challenge Nov 2020   (attached to email)

Fall into a good book Autumn reading challenge 2020   (attached to email)

The Summer reading Challenge 2020

Reading at home Concordia challenge  (attached to email)

The Valentine’s Book Swap

24 books before Christmas EYFS/KS1 reading challenge

Hareside Autumn Reading Challenge 2019