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Reading

Blenheim Primary school has a clear, consistent, whole school approach to the teaching of reading. Our intention is that all children leave our school being able to read confidently and fluently in order to access all areas of the curriculum, as reading is fundamental to many aspects of life. By supporting our children to develop their reading skills, we aim to prepare children for the next stage of their academic journey and to have a love of reading for pleasure, as well as reading for meaning.

1-1 Reading and Home Reading

Each day 1-1 reading takes place where children read with an adult every day. This happens across the school and takes place for 25 minutes during early morning work.  The aim of this session is that every child reads at least every two days and identified pupils read daily. Pupils read books that correspond to the National Curriculum standards and adults gather evidence against age related expectations, as they hear the pupils read. Children in every class are also expected to read at home, using books from school, for at least 15 minutes per day.

Additional time can be allocated within a class’ weekly timetable to ensure that each child is reading regularly. This can also be through the use of reading volunteers and additional adults.

We currently use a range of different reading schemes to meet the interests and individual need of each and every child. These include, Collins Big Cat, Rigby Star, Kings court and Read Write Inc books for those in the early stages of reading.

The Teaching of Reading

At Blenheim Primary School children are exposed to a wide selection of high-quality texts.  In Reception and year 1 Phonics is taught using the Read Write Inc program. Please see the phonics tab for further information.  Comprehension texts are specifically chosen to ensure progression throughout the academic year, as well as year on year throughout the school. Extensive research is undertaken to find the best books for each year group, which link to the wider curriculum as well as being age and content appropriate. Considerations are given to the balance of pure text and picture books, texts by different authors, with a balance of male and female authors and illustrators. All year groups study multi-cultural texts celebrating stories from other cultures and nationalities. Non-fiction books and poetry are very important and are included in our book progression map to ensure they are given the same profile as the fiction texts.

Year 2

As pupils move into year 2, they continue to access a daily phonics lesson, which after careful teacher assessment moves on to concentrate on application of phonics in a broader context. From year 2, children begin to access comprehension lessons as the main approach to teaching reading skills, which is the adopted approach as pupils move throughout key stage 2.

We teach the reading skills VIPERS.  Vocabulary, Inference, Predict, Explain, Retrieve and Sequence Lessons are taught 4 times a week. During these lessons vocabulary is explicitly taught and modelled, and a key skill is modelled in each lesson. Children are given the opportunity to practise their fluency and read aloud and then an application activity is completed collaboratively or independently.

Key Stage 2

In Year 3 to Year 6, comprehension lessons are taught to enable the pupils to develop their understanding of texts from a range of contexts. Each comprehension lesson is delivered, using a specified text, along with one of the following ten skills:

  • Preview
  • Predict
  • Visualise
  • Goal
  • Summarise
  • Question
  • Infer
  • Monitor
  • Connect
  • Evaluate

During the comprehension lesson, pupils are also expected to be given opportunities to apply the comprehension techniques of sequencing and retrieving information, as well as reading fluently and developing their vocabulary.

The structure of each lesson ensures that the skills are being modelled by teachers and the pupils are given opportunities to apply these skills, using relevant, age-appropriate texts

Reading for Pleasure

We believe it is important for every child to read and for every child to be read to. Children have  access to high quality and diverse texts during their reading for pleasure sessions. Class texts are chosen and are read daily during our timetabled ‘Reading for Pleasure’ session. During this time fluency is modelled to pupils, discussions around the books take place and children are given the opportunity to discuss books they have read and any recommendations they have.

Bedtime Bear

Children in EYFS and KS1 have the opportunity to take Bedtime Bear home. This is a suitcase with books, Bedtime Bear, a notebook, where children and parents can make a record and some information for parents about the importance of sharing books as a family. Not only has this initiative had a fantastic response but it has created a positive and encouraging reading environment, which is being transferred from the classroom into children’s homes.

Book Corners

Each classroom displays a stimulating book corner based around a topic or theme. These book corners are inviting spaces which allow children to independently access a range of fiction, poetry and non-fiction books throughout the school day.

Reading Challenges

Reading is celebrated in lots of different ways throughout school, we have themed challenges throughout the year and hold a host of celebrations around World Book Day.

/docs/Christmas_Reading_Challenge.pdf