Reading Deep Dive Audit Key Red- Not in place Amber-Partially achieved/ not known/ not yet found Green- In place Question How do you make sure early reading is prioritised? Discussion points How often do you read to children? How do you make sure story time is engaging? How do you support teachers in doing this? How do you select the books that children read? How do you decide upon the texts that children get to know very well? How do you foster a love of reading at home? How do you ensure children are fluent and accurate readers past 2? How do you ensure children’s books help practice the sounds they have learnt? How do you improve children’s reading fluency? What books do children take home? Do they pick? If you pick, how do you choose them? How often do children change their books? Key Red- Not in place Amber-Partially achieved/ not known/ not yet found Green- In place Question Do parents get involved with children reading these books at home? How do you know? What is your action plan for developing reading this year? What are you trying to improve on? How do you make sure children have a love of reading? Is this in class or home? What do you do to engage children in reading? If parents can’t read themselves, how are you supporting them to help their child read at home? Are your KS2 teachers phonics trained? How are they supported to use phonic in their teaching? How are the lowest 20% supported with reading? How is reading taught in KS2? What whole school reading policies do you have? Is sending reading books home a whole school thing? ADDITIONAL COMMENTS ABOUT READING AT: . Discussion points Reading Deep Dive Audit: Phonics Strand Key Red- Not in place Amber-Partially achieved/ not known/ not yet found Green- In place Question Phonics check- if your results are good, how are you achieving that? If they need improvement, what do you plan on doing to make results better? How do you ensure children know the digraphs, letter sounds etc? What is your termly plan for what you want children to know with phonics leading up to the screening check? How much time do children spend learning phonics? When do you start teaching letter-sound correspondence? Why then? How many sounds will your children know by the end of term? Do you have a plan/ outline for this? What images and movements do you use to convey the sounds and digraphs? How do you know which children are not on track? How do you assess and how often? How do you spot children who are struggling and what support is in place? How do you ensure children build strong phonological skills? ADDITIONAL COMMENTS ABOUT PHONICS AT: . Discussion points
