Reading

Reading Statement of Intent

At Gawthorpe Academy we believe that reading is the key to unlocking learning in all areas of the curriculum and from a child’s very earliest days at the Academy it is given a high priority. Through the enthusiastic and skilful teaching of reading throughout the whole Academy, children are invited to share in a love of books and to develop their own identity as a reader, alongside developing the skills and knowledge required to become an accomplished reader.

This embedded culture of reading for pleasure and the high-quality teaching of reading throughout the school is intended to create fluent, confident and skilful readers who enjoy reading throughout and beyond their primary years.

Implementation

Teachers are supported to develop their expertise in the teaching of reading by an experienced subject leader. From the Early Years, children are taught to accurately decode through the rapid and rigorous development of word reading through high quality phonics provision using the Oxford Floppy’s Phonics programme in the Early Years and Key Stage One, supplemented by the use of accurately banded guided reading books and home school reading books taken from a range of schemes to provide the children with a breadth of high-quality reading materials. In Key Stage two, guided reading books are selected to deepen children’s understanding of the meaning and structure of a wide range of high-quality literature. Every child reads every day.
Reading is taught through a combination of whole class reading with carefully selected texts and modelling to support fluency; guided reading sessions in small groups, well matched to children’s reading ability so that they are reading at an instructional level with a focus on a specific reading skill; independent comprehension activities giving opportunities to apply their skills. In reading lessons, when children are not involved in a guided reading group, they will be engaged in other reading activities including but not limited to: bug club, reading for pleasure, phonics games, pre-reading, library time, focused clarification and vocabulary work based on previous reading.

Children are encouraged to read widely for enjoyment, with appealing book displays and class libraries and a welcoming and well-stocked school library. Children are read to every day; story time is valued and regarded as vital part of the school day in every classroom, providing a further opportunity to nurture the lifelong love of books. This also gives the opportunity to explore the work of a wide range of authors. All classes read a broad selection of books and there is planned progression in texts which have been selected to address the “Five Plagues of the Developing Reader” as described by Doug LeMov. In this way, children are exposed to texts which they may not choose to read themselves and which further deepen their understanding and open their eyes to the possibilities of literature. These books are chosen to enrich children’s vocabularies and support their emotional, cultural and, spiritual and social development.

Impact

Children will know more, remember more and understand more about the reading process through frequent revisiting of the key skills and high-quality vocabulary and the consistency and progression of our approach to the teaching of reading. As a result of this, outcomes at the end of Key Stages demonstrate that children are very well equipped for the next step in their education.