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- Early Years
- Key Stage 1 and Key Stage 2
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- September 2018-July 2019
- September 2019 - July 2020
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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). 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 and children in Key Stage 2 a minimum of once a week, depending on the needs of the children. All children are heard a minimum of once a week by the class teacher. They may also be heard additionally by other members of staff, where appropriate; teaching assistants will also record that the child has been heard reading and sets an appropriate amount of reading as homework. Reading interventions are also used to target children whose reading attainment and/progress is slow; this is in addition to reading within the class.
When children are heard reading it is recorded in the reading record book, which the children take home and to school everyday. Parents are encouraged to hear their children read as homework and sign the reading record book. We also encourage that parents write comments about their child's reading.
During guided reading sessions, the teachers focuses on reading expressively, taking note of punctuation, the events within a text (e.g. inferring and deducing from the text, prediciting what will happen next etc), and any other aspects appropriate. Some reading homework will involve children preparing a passage to read fluently in the next guided reading session or will set tasks relating to the comprehension of the text.
Reading as a class
Teachers also read books or stories to the class outside of English lessons, although this may not officially timetabled. Each class has an attractive and comfortable book area where the children have access to books and other texts. Reading in all its forms: silent, shared, individual or teaching 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.
Assessment of Reading
Children are assessed by the teacher frequently in the group 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. Years 2-6 use an adapted version of the Reading APP (Assessing Pupil Progress), which is updated regularly. Children are also formally assessed a minimum of twice a yearly using the optional and non-optional SATs papers. Reading assessments are submitted to the SMT again at the end of every half term.