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Cambridge Street, Barrow-in-furness, Cumbria LA13 9RP

01229827761

admin@cambridge.cumbria.sch.uk

Cambridge Primary School

A school. A community. A family.

Reading

“Reading feeds children’s imagination and opens up a treasure house of wonder and joy for curious young minds.”

The National Curriculum 2014

 

Intent

At Cambridge Primary School we believe that the ability to read is fundamental to pupils’ development as independent learners, during their time at school and beyond. Reading is central to our ability to understand, interpret and communicate with each other and the world around us. Success in reading has a direct effect on progress in all areas of the curriculum; therefore reading is given a high priority at Cambridge Primary School, enabling the children to become enthusiastic, independent and reflective readers who develop a love of reading. Successful approaches to the teaching of reading should encourage children to use a variety of strategies in their pursuit of fluency and understanding. It is important to lay firm foundations in this crucial area of the curriculum and establish a consistent whole school approach to the teaching of reading.

Aims

Our aim for all children at Cambridge Primary School is to make sure that our children not only have the opportunity to learn to read but to become lifelong readers for purpose and pleasure.  Pupils will become people who not only can read, but do read from choice a wide variety of texts on paper and on screen. 

Our aims are for all children to:

  • Become fluent, confident and expressive readers
  • Read with enjoyment across a range of genres
  • Read for pleasure as well as for information
  • Read and respond to a wide range of different types of literature
  • Understand the layout and how to use different genres and text types
  • Understand and apply their knowledge of phonics and spelling patterns and use this to decode words with accuracy
  • Build their bank of sight words to enable fluent reading
  • Have an interest in words and their meanings, developing a rich and varied vocabulary.
  • Understand and respond to literature drawn from a range of cultures and literacy heritage.

We aim to develop, through our teaching of reading, the following attitudes:

  • Curiosity and interest
  • Pleasure and thoughtfulness
  • Critical appraisal
  • Independence
  • Confidence
  • Perseverance
  • Respect for other views and cultures.

Implementation

Reading at Cambridge Primary School is taught and celebrated in a range of ways. Some of these are generic across the whole school, whilst others are specific to key stages. These may be implemented by the class teacher or TA.

Phonics

  • All children will be taught phonic skills through the teaching of Jolly Phonics, progressing on to Letters and Sounds.
  • Children in Nursery are introduced to Phase 1 phonics and Phase 2 when they are ready.
  • Children are initially introduced to phonics in Reception through Jolly Phonics which covers phonics to Phase 3.
  • Children in Year 1 continue to follow Letters and Sounds until they are secure at Phase 5c.
  • Children in Year 2, who were not secure at Phase 5c when leaving Year 1, or who did not pass the phonics screening check, receive phonics intervention sessions, at least 3 times weekly.
  • Children from Year 2 to Year 6 will revisit and expand on their phonic knowledge through whole class and guided reading.
  • Children who did not pass the phonics screening again in Year 2 will receive appropriate reading intervention sessions in KS2 at least 2 times weekly.

Reception and Key Stage 1

  • Shared Reading, using a big book, text on the interactive whiteboard or sets of texts, with small groups or the whole class
  • Guided Reading of the same text in small groups, including teaching a range of reading strategies and comprehension
  • Daily Phonics lessons, using Jolly Phonics and Letters and Sounds alongside the National Curriculum
  • Phonic intervention groups lead by the class teacher or TA in each class where needed
  • Reading of texts linked to topic work
  • Story time in which the class teacher or TA reads to the class
  • Library visits
  • Regular independent reading
  • Home/school reading
  • Hearing texts read aloud on a regular basis
  • Modelled reading.

 Key Stage 2

  • Shared Reading, including use of the interactive whiteboard and using VIPERS to ensure understanding of key skills of Vocabulary, Infer, Predict, Explain, Retrieve and Summarise
  • Guided Reading of the same text, in small groups
  • Daily SPAG lessons
  • Reading intervention groups
  • Reading texts linked to topic work
  • Reading for pleasure opportunities
  • Comprehension activities
  • Library visits
  • Regular independent reading
  • Home/school reading
  • Hearing texts read aloud on a regular basis
  • Modelled reading
  • In school Family reading
  • The Core Book programme.

Resources

All classrooms have book areas that are stocked with a range of fiction, non-fiction and poetry texts. 

Each year group has a selection of core books which we have chosen as core literature for that age group.  Children are introduced to each book in school.

Reading books in school are organised into book bands and children start to take a reading book home in Nursery. The books are organised in to phonics, poetry, fiction and non-fiction and children read a range of genres across the year. We aim to move children to become free readers in lower KS2. Children access and select books independently under the guidance of school staff.

Role of Parents and Carers

Parents and carers are strongly encouraged to be actively involved in their children’s reading at all ages, by listening to them read, reading to their children, and by promoting a home environment in which books are valued.

Parents are invited to an annual phonics meetings at the beginning of Reception, where the pedagogy behind phonics is explained and they are informed of ways in which they can help their child at home with their reading. 

Every child has a home/school reading diary. It is the school’s expectation that these are used as a dialogue between teachers and parents and that parents read with their child a minimum of 3 times per week. Parents may comment on their child’s reading and teachers keep parents updated on reading progress. 

Assessment and Record Keeping

Children are assessed in line with the schools reading assessment criteria. Teachers use the end of year objectives to assess children and monitor progress half termly.

In addition, statutory assessments take place:

Reception children are assessed against the Early Learning Goals

Year 1 children standardised Phonics Screening Test.

Year 2 children KS1 Reading Test.

Year 6 children KS2 Reading Test.

SEN and Equal Opportunities

Those children who, through observations or assessment, are identified as requiring extra support, will be monitored closely by the Class Teacher and the SENDCo. Individual interventions will be put in place to support these children.

Our policy is monitored to ensure that all pupils have equality of access to a range of reading opportunities and experiences so that all pupils achieve to the best of their potential regardless of gender, race or culture. 

There are opportunities for pupils to experience print around them through classroom displays, notices, labels and signs. These are discussed with the children and take a variety of forms such as single words, phrases and complete sentences.

All classrooms have a reading area which contains a wide variety of texts which are easily accessible. Opportunities for reading within ICT are also provided.

All adults are good role models for children in modelling both reading aloud and silent reading.