Bader

Primary School

Aiming High

Reading

At Bader Primary School our curriculum has a clear intent and makes a difference to the needs of our children.

English Rationale

At Bader Primary, we aim to develop all aspects of English to enable every child to develop her/his skills and knowledge to communicate and explore, understand and be understood in the world around them. Competence in English is a life skill, which we develop, not only in English lessons but also throughout the whole curriculum. The areas of speaking and listening, reading, spelling, grammar and punctuation and writing (transcription, handwriting and composition) are developed in a variety of forms and experiences. The National Curriculum sets out the profile components. Bader’s aim is to ensure that children have: a love of reading, a broad range of vocabulary and the understanding to use these as a foundation to plan and create pieces of writing which reflect their skills, imagination and creativity.

Curriculum Intent

At Bader Primary, our vision is to ensure children foster a love of learning.

Our ‘context for learning’ approach to the curriculum means that learning is relevant, memorable, inspiring and fun. It is vital that children understand that the world is a wondrous place and know that life is a fantastic adventure. Learning within the curriculum ensures children can recall and apply key skills and facts, whilst also developing respect for themselves and others. Children leave Bader healthy and strong with an understanding of how to look after their bodies and keep themselves safe.

Reading Intent

As a school, we aim to:

  • Encourage all pupils to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live
  • Establish an appreciation and love of reading
  • Gain knowledge across the curriculum and develop their comprehension skills
  • Use what they read to help improve their skills in writing
  • Ensure that when children leave Bader, they are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.

Reading Implementation

In EYFS, children need to develop their speaking and listening skills, vocabulary development and the process of word recognition to enable them to become confident readers. Children in EYFS will be exposed to a language rich environment and will share quality stories, songs and rhymes to help them develop a love of reading.

At Bader we begin to use ‘Little Wandle’ as a progressive and systematic approach to teaching phonics in EYFS. This continues throughout KS1. Our phonics progression tracker indicates which sounds children learn throughout each term.

In Key stage 1 and 2, children are taught reading through daily, whole class sessions. Teachers are to focus explicitly on teaching the skills of reading; vocabulary, infer, predict, explain, retrieve and sequence or summarise. Reading Vipers cover the key comprehension skills in line with the ‘new’ content domains. We use ‘Literacy Shed Plus’ which provides our teachers with a range of high quality texts, films and animations to enhance the teaching of reading and writing.

Reading Impact

Bader Primary’s impact is clear:

  • Pupils enjoy reading across a range of genres
  • Children talk enthusiastically about reading and understand the importance of this subject
  • Pupils can confidently talk about books and authors that they have enjoyed and can make reading recommendations
  • Pupils can make links between texts and the different themes and genres within them
  • Pupils are able to read fluently and for meaning

Reading is a fundamental part of everything we do at Bader Primary. Every child, in each year group is exposed to stimulating, high quality texts suited to their age group. Bader Primary offers a rich literary environment, with the provision of quality reading material covering fiction, non-fiction, poetry and reference books. These books are supported by our key reading scheme, Oxford Reading Tree along with several other schemes to complement the main scheme. Reading Scheme books are colour banded according to level of difficulty.

We want children to find pleasure in reading and therefore we have developed our library to ensure children have a place in which they can go and enjoy a book. All children from Reception – Year 6 take part in daily, whole class reading related lessons. Children should take their books home daily, with their Reading Record in which we ask parents to make constructive comments. We recognise and value our shared role with parents in encouraging children in reading, not only in the strategies for learning to read but also to develop understanding, give opinions and extract information. Children continue “learning to read” throughout their 7 years with us and we use a whole school planned progression of skills, knowledge and understanding.

EYFS & KS1

At Bader Primary School, we strive to ensure that all children become successful, fluent readers by the end of Key Stage One. We believe this is achievable through a combination of strong, high quality, discrete phonics teaching, combined with a whole language approach that promotes a ‘Reading for Pleasure’ culture.

Children who attend our Early Learners are introduced to sounds through play when they are ready. Children in EYFS and Year 1 have access to high quality, daily phonics sessions for thirty minutes. Groups will be differentiated to ensure all children reach their full potential. Children practise recognising ‘Alien’ or pseudo words, in readiness for the Phonic Screening Check.

High quality phonics is an important part of the word decoding skills required by children to develop higher level, whole language and comprehension skills. This approach is in alignment with our belief that; we first ‘learn to read’ and then ‘read to learn’.

Our ‘Term by Term Progression Plan’ is followed by all staff. This is in line with the National Curriculum and ensures that children are making necessary progress. Bader Primary School has developed an effective assessment tracker which clearly shows which phase children are up to and the sounds that they know. Staff use assessments to inform effective provision for all children, using this to plan and deliver well-differentiated lessons that engage and challenge all children within the lesson. Any children at risk of falling behind, are identified quickly and necessary support is put in place.

Most importantly, reading skills are explicitly taught through the use of VIPERS. Alongside the skills of decoding, reading fluently and comprehension, book talk encourages children to discuss their preferences, likes and dislikes about a book.

We use ‘Literacy Shed Plus’ which provides our teachers with a range of high-quality texts, films and animations to enhance the teaching of reading and writing.

Some of the quality class texts we use are;

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Lexia

As a school, we also use Lexia, a very personalised approach to reading. Pupils enjoy using their iPads to access Lexia reading.