The Reading Intent at
Oaklands Community Primary School
At Oaklands Community Primary School, we seek to ensure that children are supported to be confident, lifelong learners with a love of reading. Reading plays a very important role in developing children culturally, emotionally, spiritually and socially and we believe that literature plays a key part in such development. Reading enables pupils both to acquire knowledge and build on what they already know.
Word reading – the ability to decode words – is taught through the use of synthetic phonics which is systematically taught through resources from ‘Twinkl’. Any child who is finding it difficult to read is identified through regular ongoing assessments and is given interventions and additional support.
In Key Stage 1 and 2, children take part in daily reading sessions: all classes share a daily read aloud and children read their own books with increased independence as they progress through the school. Children are heard reading regularly by teachers, teaching assistants and volunteers. All children are encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, in order to establish an appreciation and love of reading, and to gain knowledge across the curriculum. As educators, we understand that reading a wide variety of quality texts increases children’s vocabulary because they encounter words that they may rarely hear or use in everyday speech. The understanding of vocabulary is key to the wider understanding of texts and as such, we celebrate the discovery of ‘new’ words in our classrooms.
Good comprehension draws on such linguistic knowledge and knowledge of the world. Comprehension skills are developed through a collaborative approach and through the experience of high-quality discussions with their peers and teachers about a variety of genres. Guided Comprehension/Reading sessions occur at least weekly across the school, but are also part of our everyday discussions about our individual reading books and class read alouds.
Key Stage 1 we use a variety of books to support our teaching and learning of reading. These include books from reading schemes such as, The Oxford Reading Tree, Collins Big Cat Phonics, Rigby Star and Usborne Young Reading, to name but a few. Our experienced teachers have carefully aligned each book to the appropriate phonics phase in order for children to apply their phonics skills to their individual reading books. In addition, our teachers have also identified and labelled books that are best suited to being read together, ensuring that fluency is developed. When children progress to become free readers, they access a variety of books that have been chosen to encourage reading for pleasure.
Key Stage 2 reading books are supported by the Accelerated Reader Programme. Children are assessed at the end of Year 2 and then given a book level range from which to choose their books. This is then repeated termly throughout Key Stage 2. When a child has finished reading a book, they take a quiz which assesses their comprehension skills.
Children are expected to read at home daily as this helps to develop confident and fluent readers. Children’s reading logs are checked to ensure this is taking place and teachers have individual reward systems to support those who are proactive in their learning. In addition, at the end of each term, Star Readers are chosen by staff and children receive certificates and prizes from the Head Teacher.
Furthermore, the school supports initiatives such as World Book Day, which is celebrated annually, and works closely with local visiting authors to enhance the love of reading.
In order to build a culture that reads for pleasure across the school and ensure our children have an awareness of a variety of authors throughout their primary education, we have created an author focus for each term in every year group. This will allow children to expand their knowledge of a range of writers whilst igniting their passion for reading for pleasure.
Through careful monitoring and tracking, teachers are able to identify children who may not be making the expected progress and therefore need intervention to quickly catch up with their peers. Depending on the needs of individuals, this may include additional phonic teaching or support with decoding or comprehension skills.