Reading Policy
At St Brigid’s we aim to ensure that all children learn to read, read to learn and
read for pleasure.
Teaching and Learning
Teaching and learning in reading focuses on the development of specific
knowledge skills and understanding
Learn to Read-Word Recognition (Phonics and other reading strategies)
Phonics
 Differentiated phonics groups established on the basis of on-going
assessment.
 Whole school phonics assessment is in place .
 Planned daily phonics lessons are structured, fast-paced, and multi-sensory.
 Daily discrete phonics lessons include clear learning objectives, shared
success criteria and opportunities for practice.
 Whole school expectations of progress through phonics are followed
consistently.
 Children not achieving phase 5 by the end of KS1 receive daily accelerated
phonics sessions.
 Application of phonics knowledge and skills to read words and sentences
Speedy recognition of familiar printed words
 Daily teaching and learning of familiar printed words including tricky words
(first 200 words)
 Daily teaching and learning of a range of strategies to read familiar printed
words.
 Regularly assessment of the reading of familiar printed words including tricky
words(word checklists)
Reading with understanding
Comprehension
 Weekly teaching and learning of comprehension addresses the AF’s using a
range of recommended resources.
 Comprehension skills are developed across through curriculum through high
quality questions and discussions with adults.
 Daily reading, questions and discussion about a range of texts.
Teaching and Learning Approaches
A range of teaching and learning approaches are used to ensure that all
children become the best readers possible
Whole class reading
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A range of high quality reading materials are read with the whole class in a
range of curriculum contexts.
Whole class literacy planning includes the explicit teaching and learning of
reading..
Children are read aloud to daily (e.g. texts linked to year group author).
Group reading
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A whole school weekly planning and assessment format is used , which
includes clear learning outcome linked to book bands/ levels,.
Each child has at least one group reading session a week with an adult.
A range of reading resources are used (real books, scheme books, decodable
texts, ICT.
Bookmark/stickers are used to reward progress in reading.
Independent reading
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Daily opportunities for non-adult led independent reading tasks including
reading for pleasure.
All reading activities have a clear learning outcomes linked to a range of
AF’S,
Reading activities are recorded in reading journals .They provided
evidence of and progress in reading
Individual reading
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Individual (1.1) reading records are completed for each child.
Whole school expectation that children bring their book and reading record to
school every day.
Children who do not read at home are identified and read with daily.
Reading buddies system is established.
Planning
Effective planning of teaching and learning is in place.
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Whole school literacy planning used.
Planning includes targets, learning objectives and success criteria
Planning takes place in key stage teams when possible..
Planning is evaluated regularly
Home Learning
There is effective communication with parents and carers about how the
school teaches reading and how they can support their child’s learning.
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Home /school reading record sent home with home reading books.
Parents supported and encouraged to write in reading record weekly
Books matched to children’s reading level are taken home daily.
Children to be provided with a range of texts (including non-fiction, fiction,
picture books and poetry)
Books are changed at least once a week with an adult and
Additional reading activities are sent home as required
‘Parents supporting reading’ events.
Information sessions for parents
Parents invited to observe reading in classrooms
Reader of the week identified and rewarded at celebration assemblies.
The Learning Environment
A love of reading is actively encouraged and promoted
Class reading areas
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Class collections – fiction, non-fiction, ICT and big texts are available to all
classes, selected from the library half termly.
A selection of key texts are attractively displayed , changed regularly and
linked to theme/author/topic.
‘Special/new ‘book boxes are available in all classes.
‘Attractive book corners are in place, used daily and developed each term .
Children have access to appropriate ICT resources (e.g. laptops, ipads and
CD’s).
Reading displays
 In classes/around school-posters/pictures/authors/reviews
 Class Author focus –changed half termly
Reading events
 Books week
 Family events- Book sales
 Reading challenges (Dive into Books!)
 Book clubs targeting different groups
School library
 All children have the opportunity visit the school library at least once a week.
Community Library
 All classes visit the community library half termly
Interventions
Interventions are provided for younger and older struggling readers to meet their
learning needs.
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The following reading interventions are used : Phonics, P-L1 ,L1-L2
Intervention, L2-L3 Intervention,
Children not achieving age related expectations in reading, including those
with SEN are identified and targeted for extra support.
Adults are identified and trained to deliver interventions.
Interventions are planned and evaluated weekly.
A range of appropriate resources are used.
Teachers liaise with intervention staff to ensure that there are strong links
between intervention work and teaching in mainstream classes.
CPD
CPD is provided to ensure that all teaching staff are competent teachers of
reading.
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Relevant CPD is provided regularly for all staff on whole school issues (e.g.
phonics, comprehension) and according to individual need.
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CPD is provided by the literacy leader through regular staff/KS meetings, peer
coaching and attending citywide training.
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All teaching staff to have reading guidance files to ensure there is a
consistent approach to the teaching, learning and assessment of reading.
Achievement
There is regular assessment of teaching and learning in reading to ensure all pupils
are making good progress and to plan next steps in learning.
Teacher Assessment
 EYFSP
 Phonics checklists
 Tricky word lists
 Book bands
 Reading targets
 Reading planning and assessment sheet
 Observations
 Lesson evaluations
 Reading journals
 Marking and feedback
 Test base questions
Summative Assessment
 EYFSP
 Year One phonics screen
 Rising Stars reading assessment
 KS1 reading test
 Optional KS2 reading tests
 KS2 reading tests
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APP group grids
P levels
Tracking
 A whole school system for tracking pupil’s progress is in place
 Pupils progress levels in reading are recorded termly
 Progress in writing is analysed termly/discussed at pupil progress meetings
and next steps for learning identified and shared with children.
Resources
A range of high quality multi sensory and age appropriate resources are used
to support teaching and learning in reading.
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Whole school Phonics Programme
‘Real ‘ texts-fiction/non fiction
Range of levelled scheme texts
Phonically decodable levelled texts
High interest/low reading level texts
Cross curricular texts
Electronic texts
Word reading activities
Comprehension activities
Leadership and Management
The Role of the Literacy Subject Leader
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Support and advise all staff on teaching/ learning and assessment
Provide CPD
Model good practice.
Monitor and give feedback on planning, teaching/learning, home reading, and
progress
Implement and monitor interventions.
Write and update action plans/policies and contribute to the school
development plan.
Purchase and manage a range of high quality literacy resources.
Analyse assessment data and identify next steps.
Work with governors, parents/carers and the wider community.
Keep updated on current developments through attending training.
Work in partnership with Literacy Subject leaders in other schools to
share/develop best practice.
Ann Carney Oct 2012