Reading

At OLOL, we acknowledge the importance of reading as underpinning all areas of study and we promote it as the most important aspect of academic achievement.

Reading in the Early Years Foundation Stage

Children in the Early Years Foundation Stage are heard individually at least twice each week. This may be by the class teacher or other adults working in the school. Reading books are sent home; many of these reading books explicitly link to the phonics phase the child is working on. Children also choose and take home a 'bedtime book' daily to be read additionally.

Hearing of reading in Key Stage 1 and 2

Each class timetable dedicates half an hour a day to reading: ERIC (everybody reading in class).  In KS1, the teacher will focus on one group. Teachers may put out a selection of books for a group and may also set other English tasks (e.g. spelling, handwriting).

Children in Key Stage 1 are heard reading a minimum of twice a week; there are other targeted support groups or interventions depending on the needs of the children.

In Key Stage 2, all classes read for 30 minutes every day, alternating whole class reading and comprehension with independent reading for pleasure. During whole class reading, teachers focus on fluency, vocabulary, comprehension and general appreciation of the written word. Some children may also be heard additionally by other members of staff, where appropriate (support staff or reading volunteers). Reading software and platforms such as Reading Eggs, ReadTheory or Oxford Owls are also used to support children to keep up and develop their skills. Reading comprehension is set as homework regularly; additional homework may be set and sent home where extra reading is deemed necessary

Reading as a class

We encourage children and parents to write comments in the Reading Records that are sent home every day. Teachers also read books or stories to the class outside of English lessons, although this may not officially timetabled (e.g. the class story/book). Each class has an attractive and comfortable book area where the children have access to a range of books and other texts. They  take a book home and are expected to read daily, including reading aloud to parents and families. Communication with families is prompt and supportive, informing parents of children’s needs and progress and offering advice and specific guidance where necessary. Reading in all its forms: silent, shared, individual or teacher reading aloud, is given high priority in this school. We aim not only to help our children become literate but also to have a real love of books that will remain with the children long after they have left the school. We also try to promote appreciation of reading and of the written text through celebration events (e.g. World Book Day, Poetry Day), author events or school trips and competitions.

Assessment of Reading

Children are assessed by the teacher frequently in the group or class reading sessions. In EYFS and Key Stage 1, book banding is used to assess the children's reading ability and further their ability to decode. KS2 teachers are able to observe reading behaviours and skills or barriers to learning through targeted questioning in whole class sessions or hearing individual children read. An in-depth analysis of short texts is also regularly used in order to model inference strategies.

Children are also formally assessed every half-term using formal tests. The results are analysed by class teachers in order to identify areas of focus and to support children to keep up with the age-related reading standards or to enable them to achieve greater depth. Results are shared with the school leaders and parents and used to inform future planning and priorities.