Reading at All Souls' CE
Reading Curriculum Rationale
At All Souls’ we are readers! We want our children to love reading. We want them to have no limits to what their ambitions are and grow up wanting to be authors, journalists, poets and reporters. We want them to embody our core values. The reading curriculum has been carefully crafted so that our children develop their phonic knowledge and use this success to revel in their reading experiences. We want our children to remember their reading lessons and the books they have read in our school, to cherish these memories and embrace the reading opportunities they are presented with! Recently, as part of their learning of poetry we had a visit from ‘Ian Bland’ in order to support the enjoyment and fun of poetry. Pupils are encouraged to read a wide range of text in including Shakespeare in all year groups from Nursery through to Year 6. This is enhanced through a dramatic performance of the Shakespearian play studied.
We aim to bring books to life in order to develop a love of reading for life.
The reading curriculum promotes curiosity and a love and thirst for learning. It is ambitious and empowers our children to become independent and resilient.
We want to equip them with not only the minimum statutory requirements of the reading National Curriculum but to prepare them for the opportunities, responsibilities and experiences of later life.
It is essential that we develop pupils’ reading within two-dimensional competences - skilled word reading and excellent comprehension. Within skilled word reading, we aim to develop speedy pronunciation of unfamiliar printed words (decoding) and the automaticity and recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why we emphasise phonics in the early teaching of reading.
Effective comprehension draws from linguistic knowledge (in particular vocabulary and grammar) and on knowledge of the world. We seek to develop comprehension skills through pupils’ experience of high-quality discussions with the class teacher as well as exposure to a range of engaging stories, poetry and non-fiction texts. All pupils are encouraged to read widely across both fiction and non-fiction to further develop knowledge of themselves and the world in which they live, to establish an appreciation and love of reading and to gain knowledge across the curriculum.
We actively promote reading widely as this increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure- house and joy for curious minds. We seek to ensure that our pupils are able to read fluently, confidently and with enjoyment - as we develop a learning to read approach into a reading to learn experience.
An annual audit of the reading curriculum has been conducted. Following the findings from this audit, the reading curriculum has been carefully built and the learning opportunities and assessment milestones for each year group crafted to ensure progression and repetition in terms of embedding key learning, knowledge and skills.
As an English Hub, we have the opportunity to be at the forefront of the most current reading initiatives including the most recent research studies from EEF etc. From this, we have devised our own approach to promoting effective reading engagement and analysis of text.
We develop skilled word reading by having fidelity to the Read, Write Inc. approach written by Ruth Miskin. This provides a strong foundation upon which to build excellence in comprehension.
Reading comprehension is developed by teaching pupils specific strategies that they can apply to both check how well they comprehend what they read, and overcome barriers to comprehension. This includes a focus upon: inference, questioning, clarifying, summarising, and predicting.
This unique school developed approach is entitled RAMP Reading (Reading And Modelled Practice.)
Reading and writing in this school operates in symbiosis. This essential link determines the text used for reading equally promotes the outcome for writing. In this way, pupils can use their reading experiences to filter into their writing and provides the stimulus and motivation to support pupils’ writing enjoyment.
Links across the curriculum are made with the text chosen for each year group in school. For example: the narrative ‘Treason’ by Berlie Doherty is used to link the historical unit of Medieval Monarchs in Year 5 – ‘Cogheart’ by Peter Benzl is liked to their unit of work on the Industrial Revolution in Year 6 and ‘Vlad in the Great Fire of London’ by Kate Cunningham links to the Year 2 unit of work.
Every opportunity to link text to the pupils’ own experience and then extend that is made within the reading curriculum. Much of the cultural capital a child will experience in their young lives is enclosed within the cover of a book. At All Souls’ CE we aim to inspire a world of knowledge and imagination through the engagement of carefully chosen quality texts
We use both formative and summative assessment information in every reading lesson. Staff use this information to inform their short-term planning and short-term interventions. This helps us provide the best possible support for all of our pupils, including the more able. The assessment milestones for each phase have been carefully mapped out and further broken down for each year group. This means that knowledge and skills in reading are progressive and build year on year.
Our staff use reading formative assessment methods to systematically assess what the children know as the topic progresses and inform their future planning. These formative assessment methods then inform summative assessment judgements.
Assessment information is collected frequently and analysed as part of our monitoring cycle. This process provides an accurate and comprehensive understanding of the quality of education in reading. A comprehensive monitoring cycle is developed at the beginning of each academic year. This identifies when monitoring is undertaken. Monitoring in reading includes: book scrutinies, lesson observations and/or learning walks, pupil/parent and/or staff voice.
All of this information is gathered and reviewed. It is used to inform further curriculum developments and provision is adapted accordingly.