Reading Curriculum Statement

Reading at Worthington

Intent

At Worthington we are passionate about helping all children to develop the gift of reading and foster a love of reading. We know that reading opens up a world of opportunity and confidence and we strive to provide early experiences needed to enable every child to become a self-assured and passionate reader. By the time our children leave us, we strive for them to read confidently across the curriculum for pleasure, research and to feed their curiosity. We are committed to sharing our love of reading with the entire school community.

We have high aspirations for all our children and we understand the significance of parents and carers in supporting their children to develop both word reading and comprehension skills so we endeavour to build a home school partnership, which enables parents and carers to have the confidence to support their children with reading at home. Reading is at the very heart of our curriculum. We are not only committed to read in English lessons, but in the wider curriculum too.  

We intend for all our children to:

• Develop a life-long passion for reading and books both at school and at home
• Develop their fluency and comprehension in reading through a progressive curriculum and reading scheme
• To have a secure grasp of phonological awareness
• Be given high quality and consistent phonics teaching to enable them to use synthetic phonics as a primary strategy for reading
• Be immersed in a wide variety of texts to develop their cultural capital and familiarity with different genres
• Be challenged through skilful questioning and discussion alongside exposure to a wide variety of authors
• Develop their vocabulary through access to high quality texts and discussion

Implementation

Phonics

We deliver consistent, systematic, progressive and high-quality phonics teaching from the start of EYFS- Year1. As a school, we follow Little Wandle Letters and Sounds as our phonics scheme. This scheme is validated by the Department of Education and follows an evidence-based structure.

Please see our Early Reading and Phonics Policy for further details

Teaching Reading

As our children progress through the Little Wandle phonics scheme they are taught to read through our reading practise sessions (see below). As they exit the Little Wandle scheme, the children continue to be taught to read fluently in small groups using our book banded books. As they move into KS2, our children continue to be taught to read in whole class sessions. In KS2 those children identified as working towards expectations will have well-planned provisions to suit their needs. Alongside this targeted approach to teaching reading the reading curriculum learning objectives are taught through out English Long -Term Plan. 

Reading Practise Sessions

Our Reading Practice Sessions are a crucial part of our phonics program and occur three times a week, every week. Each session serves a specific purpose: decoding, prosody, or comprehension. A highly trained staff member conducts each session with a small group of children. The books are carefully matched to the children's phonics development, using the matching grid.

Reading prompt cards are utilised to ensure consistency across each session, regardless of the leader. Each session follows a similar format, allowing time to revisit the graphemes and words the children will encounter in the book. Each child reads their own copy, with the adult tapping into listen to each individual child. The first session focuses on developing an understanding of any new vocabulary, the second session model’s expression and fluency, and in the comprehension session, the children's understanding is assessed. Comprehension sessions encompass different reading domains:

• Draw on knowledge of vocabulary to understand texts (Vocabulary)
• Identify/explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information
• Identify and explain the sequence of events in texts
• Make inferences from the text (using reasoning skills to interpret beyond the literal).
• Predict what might happen on the basis of what has been read so far
• Deduction – coming to a logical conclusion from the information/evidence available (inference)
• Skimming and Scanning

As our children exit the Little Wandle scheme, they undertake a fluency assessment and move to book banded books. Children move to two sessions a week with an adult and one independent session completing a comprehension task.

Whole Class Reading Sessions

In KS2, we teach reading through whole class reading sessions. Within each session, there are opportunities for all children to read, developing fluency and expression. Each session is carefully planned to develop the varied elements of comprehension, for example; vocabulary, inference, prediction and retrieval. Teachers model and assess pupil’s smoothness, pace and volume. These are effective strategies to develop fluency, expression, use of punctuation and confidence.

Reading Curriculum

When planning an English unit, teachers carefully select a focus text (see English Long-Term Plan).

These texts are used to exemplify features of the genre or as an exciting hook to motivate the pupils at the beginning of a writing unit. Some of the reading objectives from the National Curriculum and Early Years curriculum are taught within these units. Tier 2 and 3 vocabulary, are identified, taught and discussed and pupils are challenged to apply these words into their independent writing.

Hearing Children Read

In addition, each department has a group of ‘Intergen Readers’ a local voluntary group who support children’s reading progress in order to close an attainment gap or work on specific challenges.

Story Time

We recognise the value of reading to children and this dedicated time allows our children to experience and enjoy high-quality literature. This time allows us to share a love of reading and exposes children to texts they might not choose independently. We use a variety of picture books, poetry, longer fiction and non-fiction to mirror the wider world of literature. Where opportunities arise, we encourage comprehension and discussion.

Celebrating Reading

We celebrate special events, such as World Book Day with a new focus each year e.g. dressing up as a word and decorating classroom doors. In the Spring Term, we hold a Mystery Reader event which involves inviting parents to come into school to read a well-known book in their home language. Other events include; Extreme Reading, Cosy Reading and Summer Reading. We hold a Book Fair once a year and we invite in authors and poets.

Reading Environment

Children regularly visit our beautiful school library. In our library, we ensure that we have a range of high-quality literature, including; poetry, picture books (for all ages), fiction, classics and non-fiction. Children are encouraged to take home one reading book and one library book each week to develop their love of reading.

There is a reading area with recommended reads alongside ‘Branching Out’ displays which gives pupils ideas of which books they may want to read depending on their interest. We also have books available written by our children.

In addition, each classroom has an inviting reading area/display. This is where our carefully selected books can be found from the Reading Spine (See English Long-Term Plan).

Impact

Children at Worthington all discuss the books they have read, enjoyed, and listened to. In addition, children build a love of reading and recognise its importance. Children draw upon their reading in their writing, showing a high level of acquired vocabulary. Pupils gain knowledge about the world from their reading.

The impact of our Reading curriculum is measured through monitoring alongside our assessment procedures. This includes: lesson observations (including learning environment), book monitoring and discussions with teachers and children. Feedback from teachers has an impact on our pupils, to encourage, to be curious and to challenge. Subsequently, learners are making progress with their reading, including EAL and SEND learners. Monitoring is also used to identify gaps in the curriculum that may need to be addressed across the school, or within individual year groups. Monitoring is an ongoing cycle, which is used productively to provide the best possible English curriculum for our learners.

At Worthington we have a rigorous assessment cycle, which allows staff to quickly identify any children that require additional support. We use a range of evidence-led provision linking to our curriculum and chosen scheme. Subject leader and SLT analyses our wide range of data which allows us to discuss any trends or adaptations needed.

At Worthington our wide range of assessment consists of:

• Phonics/ Practise Read sessions
• NTS Tests for Reading (Y2-Y6)
• Formative Assessment (Assessment for Learning)
• Statutory Assessments  

Writing Curriculum Statement

Writing at Worthington

Intent

At Worthington we believe that quality writing is achieved by following a process of crafting, planning, drafting and editing. From Nursery upwards, pupils are immersed in rich opportunities for writing and take great pride in improving their vocabulary and developing their individual writing style. This is developed with ongoing opportunities to consolidate and reinforce vital key skills such as understanding of word, sentence and whole text. Our English Long-Term Plan is driven by high quality texts and novels, which the children enjoy and study in order to develop their skills in reading and writing. This is based on the belief that reading and writing are inextricably linked and, that developing a passion for literature and language is a prerequisite to achieving in all areas of the curriculum.  We want our children to draw upon a rich exposure to quality literature so that throughout the writing process, they can ‘write as a reader’ and ‘read as a writer’. 

The writing ‘process’ ultimately starts with Speaking and Listening bringing together the different strands of English in a meaningful, contextualised way. We intend for our children to be able to communicate and express themselves effectively to a variety of audiences and for different purposes. We also want all of our children to be able to spell new words by effectively applying spelling patterns and rules.  We aim for them to have a solid understanding of grammar and apply it effectively to their writing.  At Worthington, the children are encouraged to take pride in the presentation of their writing and we aim to encourage pupils to develop fluent, legible and, eventually, speedy handwriting. Ultimately, we aim for all children to leave us as confident, skilled and independent writers.

Implementation

The writing journey is the heart of our English curriculum. Children are given opportunities to plan, draft, write at length and edit and improve their work appropriate to the age group. Teachers model high-quality writing, and have high expectations of every child. Following the aims and objectives of the Early Years Curriculum and the National Curriculum, we plan progressive units of writing, which build upon previous teaching and ensures that each child’s needs are met.  We believe it is important to give children a platform to showcase their work in order to become confident writers.

When asking the children at Worthington what happens to their writing they would reply, ‘It is often shared on displays, made into a class book or shared in the school library’.

At Worthington we have meticulously crafted a long-term plan for our writing genres (EYFS – Y6). The chosen genres are built upon each year allowing the children to embed their knowledge, skills and understanding. Our chosen stimuli have been selected with specific objectives and outcomes in mind.

Within each unit of work, carefully sequenced lessons ensure that the current and prior learning of grammar, punctuation and spelling is revisited and developed, ensuring that children are able to write for a range of purposes and audiences.

*Please see our ‘English Long Term Plan’ for more information.

The Writing Journey 

During the first phase of the Writing Journey, a range of reading comprehension strategies such as: summarising, imagining, predicting and making connections are taught explicitly. Children are immersed in the text type and are encouraged to ‘read as a reader’. A variety of models are shared with the children, so they broaden their frame of reference through exploring how other writers attempt the text type they are focussing on.

During the second phase of the Writing Journey, children are encouraged to 'read as a writer' which involves identifying key features and overall organisation, as well grasping how the writer crafts their writing. During this phase, teaching also focuses on the areas for development identified from prior assessment. Writing check-lists or toolkits are also created by the children so they ownership of their development transfer these strategies and techniques when they write independently. During this stage, children are immersed in language and encouraged to specifically notice, orally rehearse and learn language patterns needed to write powerfully. Within this phase, the development of spelling, punctuation and grammar is planned in conjunction with the National Curriculum objectives as appropriate for the age/attainment of the children.

During the final phase of the Writing Journey, children are given the opportunity to apply the writing skills they have developed previously as they build up to the writing outcome of the unit. This phase encourages children apply their understanding when planning, crafting and editing their own writing. Writing and editing is explicitly modelled by the teacher at each stage using a range of approaches.

*Please see our ‘Writing Journey’ within the English Long Term Plan for more information.

Impact

Our writing curriculum will lead to children achieving the Early Years and National Curriculum writing objectives which are expected of all children nationally. We aim for each child to be confident in each yearly objective and to build upon and develop their ability to use the required writing knowledge and skills as they progress through each school year. We ensure that when assessing pupils, evidence is drawn from a wide range of sources to inform the process. At Worthington Primary, we measure the impact of our curriculum through the following methods:

Live Feedback 

We understand feedback is linked to progress and has to be suitable to make an impact. In class, live feedback is used to support teacher’s workload, ensure it is as immediate, timely and as precise as possible, leaving the teacher time to focus on individual identified needs. We use ‘live marking,’ whereby the pupil receives immediate feedback and is able to respond to marking during the lesson.

Summative Assessment

All marking in writing books adheres to the school’s policy for marking and feedback. All teachers provide next steps during the writing process. ‘Live marking’ is encouraged whereby teachers mark work with the pupil and provide them with immediate feedback. Teachers adapt their planning for the next lesson to ensure there is time to address these misconceptions. These may be addressed in the next lesson, by a Teaching Assistant or in small groups during the lesson. The misconceptions may also be addressed through in class marking, conferencing, individual, group or class feedback.

Pre-Teaching/Pre-Assessment

 All teachers are aware of the pupil’s prior attainment. Where possible, the Teaching Assistants support teachers and complete pre-learning activities or activities in lessons which are tailored to address the learning gap. This might be re visiting vocabulary or basic skills needed to access the age-related objective.

Moderation

 Writing is moderated internally to ensure we make robust judgements, particularly on transfer between year groups. Teachers also take part in external moderation at a Local Authority cluster meeting; every term, teachers meet to moderate writing and ensure that teacher assessments are accurate.