Intent
At Keir Hardie Primary School we value reading as a key life skill and we are dedicated to enabling all our children to become lifelong readers and have a love of reading and literature. We view everything as an opportunity for reading, no matter how small. Teachers model the joy and pleasure of reading on a daily basis. We recognise that mastery in phonics is fundamental to children being able to access a broad range of fiction and non-fiction texts, across the curriculum. We aim to achieve this by teaching phonics systematically to address the needs of all learners. Within our context, ensuring children have cultural/global capital and experiences to become engrossed and immersed in reading is vital.
Implementation
Impact
- Our Nursery pupils are already familiar with the RWI picture cards and sound cards. Many are already oral blending which puts them in a better place to begin blending to read.
- Through the teaching of systematic phonics, our aim is for children to become fluent readers by the end of Key Stage One. This way, children can focus on developing their fluency and comprehension as they move through the school.
- Attainment in reading is measured using the statutory assessments at the end of Key Stage One and Two. These results are measured against the reading attainment of children nationally.
- Attainment in phonics is measured by the Phonics Screening Test at the end of Year 1.
- We firmly believe that reading is the key to all learning and so the impact of our reading curriculum goes beyond the results of the statutory assessments.
- Through close monitoring, the effectiveness of teaching has a positive impact on learning and standards;
- We give all children the opportunity to enter the magical worlds that books open up to them. We promote reading for pleasure as part of our reading curriculum. Children are encouraged to develop their own love of genres and authors and to review their books objectively. This enhances a deep love of literature across a range of genres, cultures and styles
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