At Towngate Primary Academy, we strive to ensure all of our learners become confident and competent readers by the time they leave the academy in Year 6.
Teaching staff carefully plan a range of activities to ensure the provision we offer in school meets the needs of our learners. With the additional support of parents and carers at home, our pupils are provided will many opportunities to apply the reading and writing skills taught in school at home. With an array of provision to support pupils’ reading and writing in school, we aim that all children become independent readers and authors in their own right.
The National phonics screening check is a statutory assessment that was introduced in 2012 to all Year 1 pupils and is a quick and easy check of a child’s phonic knowledge. All year 1 pupils (with the possible exception) will take the phonics screening check in June each year.
The screening check, which comprises of 20 real words and 20 nonsense words, identifies children who have phonic decoding skills below the level expected for the end of year 1 and who therefore may need additional help. Children that are working towards the current age related pass mark of 32/40 will be required to re‐take the assessment in year 2.
There is a large emphasis on the phonics check in year 1. In addition to daily phonic sessions and to ensure that children are prepared for the check, we provide:
– A half termly mock phonic check to show how many words each child can read, which children are on track to pass, key sounds that children are struggling with and identified individuals/groups that need additional support
-Afternoon interventions; planned by the year 1 teacher and led by a TA to raise the attainment of key groups e.g. the first targeted group will be children who are just working below age related expectations
– Comprehensive tracking by the Reading Leader to ensure that all of the above is in place and an impact is being made through smart action planning
– Children who still require quality first phonics in KS2 do so in small groups with support from a fully trained Teaching Assistant.
We believe in ensuring that every child is a reader by the time they leave the academy.
Reading experiences across school include shared, guided and independent opportunities. We also encourage regular reading at home. All children from Nursery to Year 6 take home a reading book to read/share with Parents and Carers. Each child has an individual reading record which is regularly updated by home and school. We use a range of books across school including RWInc phonic matched books, Oxford Reading Tree, Rigby Star and Project X.
When a child can read a large range of books with fluency, expression and understanding they will be considered a ‘free reader’ and can choose whichever book they like.
Reading is at the heart of our curriculum and happens daily across the school in the form of guided reading and shared reading within our English curriculum. In addition, every day teachers will also share stories with the class displaying an enthusiasm for reading and setting a positive example as a reader. Through creating an enjoyment for reading we aim to promote a rich language for writing.
Provision for reading is placed as paramount importance – particularly in EYFS and KS1 where it is promoted through continuous provision areas. Cosy, enticing reading areas offer an exciting range of books and activities are on offer to all our earliest readers. Learning environments across school encourage and support reading whether through reading corners, our ‘Wonderland’ themed library, displays of books across the academy and labels/questions/captions to read or through interactive displays.
Every year have a recommended reading lists provide each particular year group with a comprehensive range of books that can be delivered in all sessions from whole class to guided groups. It is
an expectation that all books will be covered across the year, in order to provide the children with a wealth of different texts that will develop both reading and writing skills.
Reading progress will be evident in various forms including:
– Individual reading records
– Reading tasks e.g. book review, reading comprehension activities etc.
– Medium term and weekly planning to show progressive objectives/targets and next steps
– Termly assessments
– Termly progress tracking
All of the above will provide effective feedback, in verbal or written form.
Where expected age-related standards are not being met, children should begin an intervention. It is expected that any children who are underachieving will read daily with an adult as a priority reader.
Each class has weekly access to the school library where children choose books to take home. Designated story times take place daily, and reading for pleasure sessions are build into each class each week.