• Promote a love of reading and books at every opportunity. Our displays reflect this and are evident in classrooms and corridors. Our children regularly access the school library and are encouraged to join their local library. Our staff read to children every day – they are advocates for reading.
• Have a rigorous and a consistent approach to phonics. Staff receive regular CPD to inform good practice and to ensure that the teaching of phonics is consistent. We aim to ensure pupils master the phonic code through a whole school approach to teaching early reading and writing, designed to ensure progress for every child.
• Have a consistent approach for children who fall behind. We assess against the Babcock objectives for Years 1-6 and we ensure children only move up book bands when they are ready. • Have a ‘read it and understand it’ approach in Early Years and KS1. We plan comprehension activities as much as phonics because we understand that children need both skills to be an effective reader.
• Use VIPERS to promote children’s articulation of the key reading skills apart from phonics.
• Use a rotation timetable between guided sessions with differentiated texts and whole class shared reads with differentiated activities.
• Use a variety of high quality texts and resources so that children are exposed to a rich and varied vocabulary
• Keep detailed records which have comments linked to the reading competencies being taught. We have a consistent approach to reading records/guided reading books. Reading records are used to promote regular reading at home and to share feedback with parents and children to support home reading.
• Link our reading explicitly to writing skills (this may be through displays, learning journeys and follow up activities which promote writing based on reading.)
Reading in EYFS and KS1
From entry into Reception and through to the end of KS1 children will progress through their set 1, set 2 and set 3 sounds in phonics and read the following RWI book sets. This table shows the progress of an ‘average’ child as they progress through the RWI phonics programme.
When considering whether your child is ready to move up to the next RWI book colour (and set of taught sounds), we consider their word reading (6 weekly cycle of phonics assessments, decoding) and their comprehension skills. This includes their ability to answer questions within their RWI book and their ability to answer VIPERS questions within whole class and small group guided reading sessions. Reciprocal reading roles are introduced in Year 2 when the children are ready, in preparation for their continuing reading journey in KS2.
You can find out more about how we use RWI to teach phonics at St Cleer in the document below.
RWI games, resources and VIPERs reading comprehension documents can also be found at the bottom of this page.
Reading in KS2
When considering whether a child is
ready to move up to the next book band we consider their decoding skills and their comprehension skills. In Key Stage 2 (once your child has reached the end of the RWI phonics programme), they will progress through the following book bands - gold, white, lime, brown, grey, dark blue and dark red.
In KS2 we also take on Reciprocal reading roles to further our understanding of the texts we are reading and to help each other as our reading comprehension skills flourish and grow. We do this during whole class and group guided reading sessions, with the following roles: Predictor, Clarifier, Summariser, Questioner, and Big Boss. A document explaining these roles can be found at the bottom of the page.
In both key stages children can earn raffle tickets Reading Karate bands for reading more at home, resulting in a chance to win a book voucher at key points in their Reading Karate band successes!
Research shows that it is the combination of quality Guided Reading sessions, together with Shared Text or Whole Class Reading lessons that has the highest impact in terms of a child’s progress in reading. This is our approach at St Cleer to ensure that good progress in Reading is achieved foe all.
View the following documents within your web browser or download to read later
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