Reading Policy
Introduction
At Mossgate Primary School we believe that reading is a fundamental life skill. Reading
develops children’s ability to decode and comprehend a variety of texts for a wide range of
purposes. Children are enabled to express themselves creatively and imaginatively as they
become enthusiastic and critical readers of narrative, poetry and drama, as well as of nonfiction, reference and media texts. Children gain an understanding of how language works by
looking at its patterns, structures and origins. Children use their knowledge, skills and
understanding of reading to influence their speaking and writing in a range of different
situations.
Aims and Objectives
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To teach the statutory Early Years Foundation Stage Curriculum for reading and the
National Curriculum requirements of Word Reading and Comprehension
To encourage children to listen with concentration, in order to identify the main points of
what they have heard;
To be able to decode words in the first instance and understand their meaning to
comprehend texts.
To help them become confident, independent readers, through an appropriate focus on
word, sentence and text-level knowledge;
To foster a love of reading different text types including stories, poetry and non-fiction
texts.
To develop enthusiastic and reflective readers, through contact with challenging and
substantial texts;
To encourage accurate and fluent reading, be it narrative or non-fiction;
To develop story language refrains to influence personal writing.
To foster an imagination through experiences of reading texts.
To allow all children to become immersed in a text entirely.
Early Years Foundation Stage
During the Early Years Foundation Stage, practitioners play an important and influential role in
developing the love of reading by reading texts based on the children’s interests and
experiences. The key approach to reading is through a systematic phonics based approach.
The Letters and Sounds Scheme is used as guidance to enable all children to progress quickly
in decoding words and sentences. (See phonics for more information). Practitioners teach
children early reading skills such as listening and attending whilst a text is being read
along with understanding how to handle books carefully, turning pages correctly and
following words from left to right. The importance of analysing illustrations in the Early
Years Foundation Stage allows children to use their imagination to make up stories using
picture cues. They start to make predictions based on illustrations. The early reading skills
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are developed on a daily basis, through shared reading sessions, crucial 1:1 reading
sessions and during continuous provision activities. Children are given opportunities to
share, enjoy and learn off by heart, a wide range of rhymes, songs, poetry and texts. An
environment is provided which reflects the importance of language through signs, notices
and access to a wide range of texts.
Key Stage 1
Pupils continue to learn to read using systematic phonics as the key approach to reading
words, sentences and other texts. They practise decoding real words and nonsense words.
They develop their comprehension skills through listening to stories, learning texts off by
heart, shared reading sessions, whole class reading lessons, small group lessons and
1:1 reading with an adult. Teachers ask thought provoking questions to allow children to
reflect and discuss themes in a text and teachers take time to model how to respond to
questions during sessions. They begin to learn how punctuation affects expression,
intonation and meaning of a particular text. Children experience and study texts and poetry
that they are less likely to choose for themselves. Children have lots of opportunities to
read independently throughout the day, whether it be with an adult, alone or to each other in
the environment. Children practise decoding skills using their home reading book and
know what sounds and words they do and don’t know using their target books (see
Masters documentation found in the reading file).
Target books need to be displayed in the classroom in a place that is easily accessible for all
pupils. They are fully integrated in reading, writing and phonics sessions and children are
able to use target books as a scaffold to assist their spellings of tricky words and choice
of sounds to spell words that are phonically decodable. Target books demonstrate what
children can do and what words they need to read and spell next to progress.
Key Stage 2
By the time children enter Key Stage 2, children should have a secure phonic knowledge to
be able to read words confidently in order to comprehend texts independently. Pupils have
opportunities to practise their phonic knowledge learned in previous years to enable pupils to
become fluent readers. Reading unfamiliar words using decoding as the primary approach
enables pupils to be challenged and practise the decoding strategy they have learned and
mastered. They practise decoding real words and nonsense words. They secure their
knowledge of how punctuation affects expression, intonation and meaning of a particular
text and start to analyse and decide why a writer has used such skills. Pupils use their
reading skills to purposefully decide on how to write like a particular author by using
certain technical skills an author uses. They are taught how to reflect, discuss and
evaluate texts by answering a range of questions to evidence their learning. Children are
able to answer questions by making a point, locate evidence and explain their answer
(PEE) when appropriate to respond to a range of thought provoking questions and use what
they have learned about authorship in their own writing. Children experience and study
texts and poetry that they are less likely to choose for themselves. They have experience
of a wide range of texts to learn off by heart.
Teachers teach with a heavy focus on answering literal retrieval, deduction and inference
questions (formally AF2 and AF3) to respond to any text and answer these questions
confidently. At this stage, teaching comprehension should be taking precedence over
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teaching word reading directly. Any focus on word reading should support the
development of vocabulary.
Phonics
Teaching Phonics
Phonics is taught at least daily for pupils in EYFS, KS1 and KS2 for those children who are not
phonically secure. Sessions range from whole class teaching to group teaching that is matched
closely to the ability of the group and 1:1 teaching where necessary. Sessions use the ‘Letters
and Sounds’ documentation as a guide for pace to ensure all children are rapidly acquiring
phonics skills. As stated in the ‘Letters and Sounds’ document, Mossgate follow a teaching
sequence during every phonics session.
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Revisit and revise
Teach
Practise
Apply
Assess against learning criteria
Sounds and tricky words are taught within phonics sessions and applied throughout the day in
all areas of the curriculum, especially writing. Sounds that are taught are then applied to reading
to read phonically decodable words such as ‘cat, sit, chair, fish, help etc. A list of words
matched to the phonic phases are documented on the Phonics Assessment and Progressions
in Phonics document (see masters).
Assessment of phonics knowledge is imperative to ensure planning and delivery of phonics
teaching is perfectly matched for all children.
At the start of every phonics session, Children say, ‘We learn Phonics to help us read and
write’ to ensure pupils have a clear understanding of why we learn phonics.
Teachers use ‘robot arms’ as a method of segmenting words into sounds for reading and often
a clap (if not distracting for the children) to blend the sounds and say the word. Both real words
and pseudo words are used to teach reading to ensure children can accurately decode words.
Sound buttons are used to teach children how we segment words into sounds effectively ad
accurately. Pupils in the EYFS are taught to count how many sounds they can see in a word,
not by counting letter sounds, but by counting sound buttons. This reinforces the learning of
identifying sounds in words for the future when sound buttons are not used.
Clear steps are documented to allow for children to read words without sound buttons. This
applies to both real words and pseudo (nonsense) words.
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Children have lots of experiences of seeing words with sound buttons present in
the environment and in phonics sessions to scaffold independent reading
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Adults model reading words pointing to sound buttons and correctly enunciating
sounds
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Children read words with sound buttons – this is important to use sound buttons
at all phases to allow for children to clearly identify the sound being learned
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Show children words with no sound buttons and ask them to identify sounds (see
if they can identify them, especially sounds with more than one grapheme, for
example /ai/)
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Ask children to draw the sound buttons underneath the sound and then read the
word
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Ask children to draw the sound buttons, look at the word, and then remove them
before reading the word.
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Remove sound buttons once children can identify the sounds without sound
buttons present.
Sound buttons are used as a scaffold to teach children to effectively decode words. Removing
sound buttons is dependent on the cohort and individual children and should not be removed
until children show signs of identifying sounds independently in words.
Assessing Phonics
At Mossgate Primary School regular formative phonics assessments take place to ensure
children make rapid progress and pitch of daily Phonics sessions is accurate. This is important
to ensure phonics teaching is pitched accurately.
Summative phonics assessments take place half termly and phonic phase security for reading
and spelling is documented two separate Phonics Trackers – Reading and Spelling (see
masters/ electronic copy stored in appropriate Admission Group File on the server).
Class teachers need to assess children’s sound recognition, tricky word and decodable word
reading and spelling of these words (see spelling guidance).
Documentation needs to be completed half termly. These are;
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Assessment and Progressions in Phonics document
Update target books – these should match the APP Progression document at the end
of every half term however the target books should be updated regularly and used as a
teaching and learning tool.
Phonics Screening check practice tests (Year 1 and 2/3 for those children who did
not achieve required level in the check in Year 1). – The English subject leader will
create the tests and give the tests to class teachers when needed. The practise test
needs to be annotated and analysed to allow for personalised teaching to take place if a
child presents any gaps in their knowledge.
Cold spelling assessments (see spelling guidance)
Other assessments may take place to gather information about a pupil’s ability if required.
Phonics Screening Check Assessments
If the half termly practice tests demonstrate that a child is not working at expected level or is not
making rapid progress, they need to be reassessed fortnightly to ensure that the child is making
rapid progress in their decoding skills. The assessments need to be dated and another colour
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pen is needed to annotate the test to demonstrate the progress and time difference in
assessment.
If any personalised teaching has been delivered, this needs to be documented, dated and
evident in the reading journal and home reading diary for parents/carers to see. For example,
from analysing the test, an adult has realised that a child does not know the /ow/ sound. The
teaching assistant then teaches the child the sound on a 1:1 to basis and gives a personal
flashcard for the child to use. When reassessed, the children is now is able to read a word with
the /ow/ sound present.
If a child is not making expected progress and staff feel as though there may be a specific
barrier to learning, conversations need to be had with the English subject leader and SENDCo
as soon as possible.
Engaging Parents/Carers - Phonics
Flashcards of sounds and tricky words should be sent home to allow pupils to practise reading
and spelling at home.
Phonically decodable books are sent home for children to practise with parents/carers.
Books need to be matched to the phonics level the children are working within and if
possible, to allow for children to practise the sounds they have taught in class that week or the
week previous.
Comments in reading diaries from all staff members should give information about a pupil’s
ability in reading – these diaries can be used as an evidence base of pupils’ reading skills.
For example, x has mastered sounding out words with three sounds (Consonant/ Vowel/
Consonant CVC words) using robot arms and blending. It is imperative that we do not use
technical vocabulary that parents may not understand eg, CVC alone.
Reading Teaching - KS1/KS2
Daily reading lessons take place in Key Stage 1 for approximately 30 minutes per session. in
Key Stage 2, the equivalent to 4 x 30 minute sessions will take place. Pupils will learn the skills
to become avid, fluent readers who are able to comprehend, infer and deduce information from
a variety of texts. Teaching will fulfil the requirements of the National Curriculum. Teachers plan
sessions which focus heavily on literal retrieval, deduction and inference questions (AF2/AF3)
and teach children how to answer specific questions about the text through high quality
modelling and analysis of a variety of text types. They will also teach other aspects of the
National Curriculum and relevant evidence is gathered to demonstrate the teaching of the whole
curriculum. Pupils will learn and study new vocabulary through reading a breadth of texts.
Reading lessons will mainly be taught to a whole class but there may be times where this is not
suitable and smaller group teaching may be more appropriate depending on the ability of the
children. Smaller group sessions will be delivered when specific teaching and scaffolding of
questioning needs to be undertaken for a child or group of children to progress. Modelling of
questions and reading of texts needs to be evident in smaller group sessions and there should
be high quality evidence collected through this approach as well as a whole class lesson.
Reading Responses
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Reading journals will be used to gather high quality evidence of pupils’ abilities in reading
though a mainly question based approach.
In Key Stage 1, evidence is gathered in reading journals using high quality comments where
children use a PEE approach, observations collected from teachers and teaching assistants,
annotated photographs and detailed reading responses where appropriate. Pupils’ written work
linked to learning intentions and responses to texts also form an evidence base but this may be
seen in a writing book too (evidenced with R at the top corner of the page). The evidence in
reading journals is dated and have specific learning intentions.
In Key Stage 2, evidence is gathered in reading journals primarily from pupils’ responses to
questions based on the text they are analysing. A heavy focus on literal retrieval, inference and
deduction questions is evident in reading journals. Other aspects of the National Curriculum will
be taught and evidenced. Teachers prepare questions which will be linked to a specific teaching
or learning focus, that assess understanding of the text and pupils have opportunities to answer
a range of questions that require different types of answers (see masters for examples of
question types). Staff assess pupils’ understanding of texts by using high quality marking and
feedback to allow children to reflect on and analyse their answers to questions. Children are
taught to comprehend and analyse texts with a focus on authorship and how the
reader/audience reacts to texts. Similarly to Key Stage 1, pupils’ written work linked to learning
intentions and responses to texts also form an evidence base but this may be seen in a writing
book too (evidenced with R at the top corner of the page).
Assessment and Tracking
Formative and summative assessments are used to inform planning to teach skills and
knowledge that children need next. Reading journal responses and high quality discussions
form a secure evidence base for teachers to react to and plan next steps in the teaching of
reading. Currently, levels are used to track assessment of Reading however new systems are
being developed to assess pupil’s progress without levels.
Weekly, the following tracking documents must be completed;
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Weekly record sheet of when pupils have read to an adult. (see masters)
Home reading book sheets in the Home Reading file to show when a home reading
book has been changed. (see masters/ server – English-Reading-Home ReadingRecord Sheets)
Half termly, the following tracking documents must be completed;
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Home Reading Book Stages or Bands document – showing the phonics phase books
(in EYFS/KS1) or book bands (KS2) the children are reading (see masters)
Reading Coverage Document – showing the texts covered/studied in class (see
masters)
Planning
Medium Term Planning
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The Medium Term plan will document the age appropriate key learning taken from the
Lancashire Key Learning that are planned to be covered within a certain period of time for
reading and writing.
The Key skills have been sub divided to meet the new National Curriculum requirements.
Reading
 Word reading
 Comprehension
Short Term Planning
Short Term planning will use the agreed reading lesson format from Year 1 to Year 6. (See
appendices) Key Learning taken from the Lancashire documents will be taught explicitly through
daily reading lessons. A heavy focus on teaching deduction and inference (previously AF2/3)
will be evident on plans. There will be a specific learning focus/ learning intention for each
reading lesson.
Home Reading/ Engaging with Parents and Carers
In the EYFS and Key Stage 1, children change their book twice a week when an adult has
listened to them and feel confident that they are ready to move onto another book. Children are
able to receive two books at a time, if appropriate, to allow for rapid progress in reading. Staff
ensure that at least one book is phonics based to allow children to practise the sounds and
tricky words they are learning in class. Currently more home reading books are being purchased
therefore all books that will be sent home will be used to practise phonic decoding skills whilst
still being able to comprehend the story. Pupils will read books that match the phonics level
they are working within and not follow book bands using they demonstrate phonics
security and read the end of Phase 5. When pupils demonstrate phonics security at the end
of Phase 5 they will then transfer to reading book bands. A PM Benchmark assessment will be
used assess work reading and comprehension to clarify the book band the pupil will transfer to
(usually Turquoise). They will continue to work through book banded books.
If children in Key Stage 2 are still working within the systematic phonics phases to secure
reading by decoding, they must follow the same approach to Key Stage 1 until they are phonics
secure. The expectation is that pupils will read at least 2 books per week when reading within
book bands. When children have surpassed the book banded books, the expectation is that
pupils read at least one book or 100 pages per week. In year 3 and 4, a book review is
completed every half term on a book they have read. In Year 5 and 6, a book review is
completed every time the pupil changes their book to demonstrate an understanding of the text.
These are found in home reading diaries. Teachers guide pupils into choosing a wide range of
texts to broaden their experiences of authorship, vocabulary and genre. Teachers and support
staff ensure all children are practising reading skills at home. If children do not read at home, it
is the responsibility of staff to ensure provision for practising reading is provided at school and
staff need to be proactive in ensuring parents and carers are involved in allowing children to
read at home.
At Mossgate Primary School we have rewards to praise children who read at home. From EYFS
to Year 3, a Train Track Reward Chart is displayed in class. Children move up the train track
each time they read at home and have targets which differ from year group to year group. In
Year 4,5 and 6, children receive a star every time they read 100 pages of their book. The stars
are stuck on their individual reading target card and are celebrated in class.
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Wider Reading
Each class reads a class novel and dedicates time for children to read for enjoyment and
stamina. Children experience a range of texts through cross curricular reading in lessons other
than English. A range texts including dictionaries, thesauri, non-fiction, narrative, poetry and
reference books are available in the school library.
At Mossgate Primary School we aim to promote the love of reading at school and at home. Our
library stocks popular books and new releases that children can read as an extra to their home
reading book. Children have opportunities to change their library book on a weekly basis. The
Lancashire Library Service is used to order specific book loans that enable children to read
books on a theme that they are learning in class. There are opportunities for children to go on
the Library Service Big Black Book Bus throughout the year. Pupils are able to recommend
books to purchase for our school library. We endeavour to stock the library with popular new
releases for all children to use.
Written by J.Warne
English Coordinator - November, 2014
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