ETHOS & RATIONALE

 

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised. (National Curriculum)

Reading is fundamental to education. Proficiency in reading, writing and spoken language is vital for pupils’ success. Through these, they develop communication skills for education and for working with others: in school, in training and at work. Pupils who find it difficult to learn to read are likely to struggle across the curriculum, since English is both a subject in its own right and the medium for teaching. (The Reading Framework – Teaching the Foundations of Literacy)

AIMS AND OBJECTIVES

The mission of Melling Primary is to teach all children to reach the expected level of reading by the end of KS2 and to develop a love of reading. 

The teaching of Reading in Melling Primary will focus on three dimensions:

• word reading/decoding and fluency: reading unfamiliar words (words that have not been decoded before) by saying the sounds corresponding to the letters in the words and then blending the sounds together, either aloud or silently; reading familiar words accurately and silently ‘at a glance’ ,that is, no longer saying the sounds consciously.
• comprehension (both listening and reading) language comprehension does not refer to reading itself but, rather, to the way in which we make sense of words, sentences and the wider language we hear or read. Language develops through interaction with others. Inevitably, by the time they start school, some children understand more and know more words than others, because of the quantity and quality of the interactions they have already had with adults and others. Children who begin school with a poor understanding of language will need considerable support to develop their spoken language.
• developing a sense of the joy and purpose of reading: 

It is essential that teaching focuses on developing pupils’ competence in all dimensions; different kinds of teaching are needed for each. Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.

Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.

It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.

Our aim is to ensure that our children will learn to read, will enjoy a wide variety of texts and will become independent, critical, life-long readers and learners. Our children will:

• read for enjoyment, confidently, fluently, accurately and with expression. 
• employ a full range of reading cues – phonic, graphic, visual, contextual – to monitor, correct and make sense of their own reading. 
• read a wide range of fiction, poetry and non-fiction books. 
• evaluate and justify their preferences. 
• develop an appropriate technical vocabulary through which to understand and discuss their reading, evaluate and justify their preferences.
• develop reading skills in conjunction with those of writing, so that they may function in society, as literate adults and readers for life. 

HIGH QUALITY TEACHING OF READING

At our school, we believe that every child can learn to read and succeed. Through our commitment to the Read Write Inc. (RWI) approach, developed by Ruth Miskin, we ensure that all children are taught to read with confidence, fluency, and understanding from the very start of their school journey.

We provide a consistent, structured, and engaging phonics programme that enables children to quickly develop the essential skills of reading, writing, and communication. Our dedicated staff deliver high-quality teaching with energy, precision, and care, ensuring that every pupil is supported and challenged to reach their full potential.

“Reading was at the heart of the curriculum in the most successful classes. Listening to stories, poems and rhymes fed children’s imagination, enhanced their vocabulary and developed their comprehension. Systematic synthetic phonics played a critical role in teaching children the alphabetic code and, since this knowledge is also essential for spelling, good phonics teaching supported children’s early writing.”         Bold Beginnings Ofsted

 

 

Systematic teaching of synthetic Phonics: Read, Write, Inc 

It is an inclusive literacy programme which is used in YR Y1 and Y2 (or is used as an intervention in KS2) and teaches synthetic phonics. Children learn the 44 common sounds in the English language and how to blend them to read . The RWI sessions will occur daily as the continuity and pace of the programme is key to accelerating the progress of children’s reading development.

In Read Write Inc. Phonics pupils will:

• Decode letter-sound correspondences quickly and effortlessly, using their phonic knowledge and skills 
• Learn how to blend sounds
• Read common exception words on sight
• Understand what they read
• Read aloud with fluency and expression

Early Years Foundation Stage (EYFS)

Our EYFS provision aligns with Development Matters and Strong Foundations, ensuring:

• Daily opportunities for stories, rhymes, songs and oral language development.

• Systematic phonics taught from the beginning of Reception using RWI Phonics.

• A language-rich environment with high-quality talk and book-sharing routines (RWI’s Talk through Stories provides a structure for development of vocabulary, language and comprehension)

• Regular adult-led and child-initiated reading experiences.

• Decodable readers matched precisely to each child’s phonics stage.

• Assessment that identifies children needing additional support early.

 

Key Stage 1

• Daily phonics teaching continues using RWI Phonics, ensuring consistent progression and consolidation.

• Children read decodable books that match the GPCs taught in class.

• Guided reading, shared reading, and individual reading take place regularly.

• A broad range of high-quality texts are read aloud daily – use of RWI Talk through Stories for vocabulary, language and comprehension)

• Vocabulary, comprehension skills, expression and fluency are explicitly taught.

 

Key Stage 2

As decoding becomes secure, teaching focuses increasingly on comprehension, vocabulary and fluency.

Class novels and quality texts used in Ready Steady Write (Year 2–6) expose pupils to:

• Rich language

• Varied authors and genres

• Themes supporting personal, social, cultural and spiritual development

Additional reading opportunities include:

• Whole-class shared reading

• Guided group reading

• Independent application

• Systematic teaching of reading strategies and literary analysis

 

Comprehension Strategies 

The teaching of specific comprehension in Melling is done through a variety of ways: 

-Daily whole class shared reading 

-TA/teacher led guided reading 

-As part of the Ready Steady Write unit (read into writing)   

-One to one reading with an adult using comprehension strategy cards 

-One to one reading with an adult using 60 second reads 

-practising & applying skills in other subjects

-Homework comprehension activities 

In Melling we hope to develop a competence in the following reading comprehension strategies using the VIPERS model:

• Vocabulary - Give/explain the meaning of words in context.
• Infer - Make inference from the text/explain and justify using evidence from the text.
• Predict - Predict what might happen from the details stated and    implied.
• Explain - Identify/explain how information/narrative content is related and contributes to the meaning    as a whole. Identify/explain how meaning is enhanced through choice of words and phrases. Make comparisons within the text.
• Retrieve- Retrieve and record key information/key details from fiction and non-fiction.
• Summarise - Summarise main ideas from more than one paragraph.

 

Shared Reading: 

The whole class shares a text, which may be challenging to them individually or beyond their independent reading levels, often using an enlarged text. Shared reading provides a context for teacher modelling, teaching and applying reading skills (word, sentence and text level). Shared reading often takes place during the Ready Steady Write session, however there are many opportunities related to other curriculum areas.

Guided Reading: 

Guided reading takes place in a small group, with a teacher or teaching assistant, and focuses on developing children’s ability to become independent readers, thinkers and learners. The children are grouped by ability and read individual copies of the same text, which matches the reading level of the group. Texts are selected from the guided reading texts; texts linked to other subject areas or using ‘real’ books.

Independent Reading Time: 

Children read material which interests them, to assist them in fostering a genuine love of reading and help them to appreciate its value. 

Strategies to improve independent reading:

• Having access to resources and having books of their own has an impact on children’s attainment. There is a positive relationship between the estimated number of books in the home and attainment (Clark 2011). 
• Children who have books of their own enjoy reading more and read more frequently (Clark and Poulton 2011). 
• An important factor in developing reading for pleasure is choice; choice and interest are highly related (Schraw et al, 1998; Clark and PhythianSence, 2008) 
• Literacy targeted rewards, such as books or book vouchers have been found to be more effective in developing reading motivation than rewards that are unrelated to the activity (Clark and Rumbold, 2006). 
• Parents and the home environment are essential to the early teaching of reading and fostering a love of reading; children are more likely to continue to be readers in homes where books and reading are valued (Clark and Rumbold, 2006). 
• Reading for pleasure is strongly influenced by relationships between teachers and children, and children and families (Cremin et al, 2009).

Reading for pleasure: 

There are many benefits of reading for pleasure, which we endeavour to promote across the curriculum: 

• Reading attainment and writing ability; 
• Text comprehension and grammar; 
• Breadth of vocabulary; 
• Positive reading attitudes; 
• Greater self confidence as a reader; 
• Pleasure in reading in later life; 
• General knowledge; 
• A better understanding of other cultures; 
• Community participation; 
• A greater insight into human nature and decision making.

What is reading for pleasure: “reading that we do of our own free will, anticipating the satisfaction that we will get from the act of reading. It also refers to reading that having begun at someone else’s request we continue because we are interested in it” (Clark and Rumbold, National Literacy Trust, 2006).

How we aim to promote reading for pleasure: 

• Choice: reading material will be varied and of high quality to encourage and attract readers. Significant budget has been spent on providing every class with a large selection of recommended reads.  
• Incentives and rewards: staged incentive system is in place that rewards reading behaviour – the prizes given are all related to reading eg bookmarks, reading torches etc 
• Book corners in all classrooms: a relaxed, attractive area of every classroom is set aside for enjoying a book 
• School library: The Storyteller Campsite, indoor library has been redesigned to attract readers and fund raising has taken place to ensure the reading material is replenished to a high standard.

Story Time: 

All talk is useful, especially when directed to the child specifically. For instance, children expand their language and vocabulary when they listen to or join in with a story or rhymes in a well-scripted children’s television programme, but an adult talking about it with them adds benefits. However, talk about books brings particular advantages. 

Engaging children in books prepares them to become committed and enthusiastic readers: they can transform their attitudes to reading. Children will learn to focus and share the enjoyment of the story; they learn how stories start and finish, and how a plot unravels and is resolved; they learn that books can transport them elsewhere. Without this they cannot experience ‘the exquisite joys of immersion in the reading life.’ (Wolf)

Second, book-related talk introduces children to language that they might not hear in ordinary conversation, especially the vocabulary of the book itself. This primes them to understand what they read later, in their leisure reading and across the curriculum.

Texts that are age- appropriate and of interest to the children are read aloud by the teacher. We believe that giving children the opportunity to hear an adult / teacher read to them, develops a child’s ability to comment on and respond to events and experiences within a text. These sessions also allow the teacher to check a child’s comprehension, by asking literal and inferential questions, which aid deeper understanding of the plot and themes of the story, as well as increasing their vocabulary.

Home / School Reading: 

From Reception, children will take a reading book home when they are ready. Parents/ carers are required to read this book at home with their child and ask appropriate questions on the text to develop their comprehension skills and assess understanding. When children have progressed through all book bands, the teacher will then recommend and monitor books for the children to read. Parents are encouraged to write comments in the reading record book.   

ASSESSMENT AND MONITORING

-Phonics ability: Phonics progress is assessed every half term by the RWI Lead and children are grouped accordingly. Children who need to remain on RWI as an intervention in KS2 are also assessed half termly.

Reading skills are assessed on a daily and weekly basis using reading skills based on ability to comprehend texts read in English and other subject lessons:   

-Overall reading ability: Termly NFER papers(Y1, Y3, Y4, Y5) and practice SAT Papers(Y2, Y6) will be administered every term.  Results will be analysed in order plan for focus of reading and results will be discussed at Pupil Progress Reviews (termly)  given to and reviewed by the head teacher and English Subject Leader.

-Decoding and fluency: Children will be assessed using FFT Reading diagnostic online assessments – this provides a reading age and will identify whether decoding and/or  fluency is an aspect of reading that needs to be addressed.

-Reading scheme: children’s progress through the banded reading scheme is monitored and assessed.   

In Melling the Reading Intervention checklist is used at the earliest possible point at which difficulties are identified:

WHOLE SCHOOL COVERAGE – PHONICS

(See Curriculum page – Phonics)

 

WHOLE SCHOOL COVERAGE COMPREHENSION

Key Stage 1 (Years 1 and 2)

The focus in KS1 is on blending phonics decoding with foundational comprehension, heavily relying on oral discussion and picture cues.

Vocabulary:

• Identify favourite words and phrases.
• Discuss the meaning of new words linked to known vocabulary.

Inference:

• Infer feelings and motives of characters based on actions.
• Use picture clues to explain how a character feels

Prediction:

• Predict what might happen next based on the front cover or text read so far.

Explanation:

• Explain why they like or dislike a book.
• Explain the difference between fiction and non-fiction.

Retrieval:

• Answer simple "who", "what", "where", and "when" questions.
• Find specific facts in a non-fiction text using contents pages.

Sequencing:

• Put 3 to 5 key events from a story in the correct chronological order.

Lower Key Stage 2 (Years 3 and 4)

The focus shifts to independent reading stamina, deeper written answers, and the introduction of summarizing.

Vocabulary:

• Use dictionaries to check meanings.
• Identify words that the author has used to create mood or tension.

 

Inference:

• Draw inferences about feelings, thoughts, and motives from their actions.
• Justify inferences with a single piece of direct evidence (Point + Evidence). [1, 2]

Prediction:

• Predict what will happen next, justifying it with events that have already occurred.

Explanation:

• Explain how a text is organized (e.g., subheadings, bullet points).
• Identify how sentence structure affects the pace of a story.

Retrieval:

• Locate information quickly using scanning and skimming techniques.
• Retrieve details from poetry, playscripts, and non-fiction.

Summarising:

• State the main idea of a paragraph in a single sentence.

Upper Key Stage 2 (Years 5 and 6)

Higher order reading skills require pupils to synthesize information, tackle complex vocabulary, and provide fully justified multi-mark answers.

Vocabulary:

• Explore nuance, figurative language, metaphors, and idioms.
• Explain how an author's word choice changes the meaning of a sentence.

Inference:

• Provide multi-layered inferences based on implicit clues.
• Use the PEEL method (Point, Evidence, Explanation, Link) for written answers.

Prediction:

• Predict future character arcs based on historical actions and thematic clues.

Explanation:

• Explain how the author's viewpoint affects the text.
• Analyse the structural choices of a whole text (e.g., flashbacks, parallel narratives).

Retrieval:

• Retrieve information from multiple areas of a text to form a complete answer.
• Track down obscure facts under tight time constraints.
• Distinguish between fact and opinion.

Summarising:

• Summarize the main themes across a whole chapter or an entire book.

Example VIPERS Question Stems Across School

Vocabulary (V)

• KS1: Can you find a word that means...?
• LKS2: Which word best describes the setting in this paragraph?
• UKS2: Find and copy a phrase that demonstrates the author's use of personification.

Inference (I)

• KS1: Why did the character do that? How do they feel?
• LKS2: What does this line tell us about how the character is feeling? Give one piece of evidence.
• UKS2: How does the author convey a sense of isolation in this scene? Give two pieces of evidence.

Prediction (P)

• KS1: Look at the cover. What do you think this book is about?
• LKS2: Based on what you know about the character, what will they do next?
• UKS2: Predict how the conflict will be resolved based on the foreshadowing in Chapter 1.

Explanation (E)

• KS1: Is this book a story or a information book? How do you know?
• LKS2: Why has the author used a sidebar checklist here?
• UKS2: Explain how the author builds tension leading up to the climax.

Retrieval (R)

• KS1: Where did the bear go?
• LKS2: What year did the historical event take place according to page 4?
• UKS2: Using the text, identify three distinct reasons why the expedition failed.

Sequencing / Summarising (S)

• KS1: Number these sentences 1-4 to show the order they happened.
• LKS2: Write a new title for this paragraph.
• UKS2: Summarize the main changes in the protagonist's attitude throughout this chapter in under 30 words.

ORACY

Oracy is articulating ideas, developing understanding and engaging with others through speaking, listening and communication. It comprises learning to, through and about talk, listening and communication. Each of these dimensions of oracy can and will be developed through quality talk about texts.

Learning to talk, listen and communicate: how we support children and young people develop their repertoire of speaking, listening and communication skills.

Learning through talk, listening and communication: high-quality classroom dialogue which supports learning across subjects and phases.

Learning about talk, listening and communication: understanding how language works in different contexts and developing critical language awareness

When discussing texts in any year group, children will be encouraged to: justify ideas with reasons; ask questions to check understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others; and develop understanding through speculating, hypothesising and exploring ideas.

SEND & INCLUSION - ADAPTIVE TEACHING

Reading is a key life skill that is at the heart of the ability to learn. Therefore we aim to help every child to become a reader. We acknowledge that some children will require a greater level of intervention and support to meet this aim. Key teaching strategies used to enable all children access texts:

• Pre-teach Vocabulary: Introduce tricky words early so students recognize them in context.
• Chunking: Break long texts or sentences into smaller, manageable parts.
• Model Thinking: Read aloud and explicitly demonstrate decoding or comprehension strategies.
• Visual Supports: Use pictures, graphic organizers, and mind maps to back up text

Children at risk of falling behind:

Pupils who fail to learn to read early on start to dislike reading. Pupils need to keep up with their peers rather than be helped to catch up later, at a point when learning in the wider curriculum depends so much on literacy. Where pupils make insufficient progress, extra efforts will be made to provide them with extra practice and support from the beginning. 

• YR Y1 and Y2 children, who are falling behind in phonics, will have additional small group or individual tuition sessions with an experienced TA who will work on the gaps in knowledge to help these children keep up. 
• KS2 children who need additional Phonics will be provided with additional sessions on phonics using RWI materials; Beyond Phonics Comprehension and Fresh start
• Children who require additional reading practice for fluency have intervention based on 60 second reads
• Children who require additional reading practice for decoding have intervention based on additional paired reading with an adult
• Children who require additional reading practice for comprehension have intervention based on comprehension cards
• Some children will require more specific and expert led intervention – specialist teaching with a dyslexia friendly approach

ACHIEVEMENT 

 

 

 

PARENTAL SUPPORT FOR THE SUBJECT

All children are expected to read at home at least three times per week. Parents are encouraged to read with their children and try out the following, as recommended by the DfE:

1. Encourage your child to read

Reading helps your child’s wellbeing, develops imagination and has educational benefits too. Just a few minutes a day can have a big impact on children of all ages.

2. Read aloud regularly

Try to read to your child every day. It’s a special time to snuggle up and enjoy a story. Stories matter and children love re-reading them and poring over the pictures. Try adding funny voices to bring characters to life.

3. Encourage reading choice

Give children lots of opportunities to read different things in their own time - it doesn’t just have to be books. There’s fiction, non-fiction, poetry, comics, magazines, recipes and much more. Try leaving interesting reading material in different places around the home and see who picks it up.

4. Read together

Choose a favourite time to read together as a family and enjoy it. This might be everyone reading the same book together, reading different things at the same time, or getting your children to read to each other. This time spent reading together can be relaxing for all.

5. Create a comfortable environment

Make a calm, comfortable place for your family to relax and read independently - or together.

6. Make use of your local library

Libraries in England are able to open from 4 July, so visit them when you’re able to and explore all sorts of reading ideas. Local libraries also offer brilliant online materials, including audiobooks and ebooks to borrow. See Libraries Connected for more digital library services and resources.

7. Talk about books

This is a great way to make connections, develop understanding and make reading even more enjoyable. Start by discussing the front cover and talking about what it reveals and suggests the book could be about. Then talk about what you’ve been reading and share ideas. You could discuss something that happened that surprised you, or something new that you found out. You could talk about how the book makes you feel and whether it reminds you of anything.

8. Bring reading to life

You could try cooking a recipe you’ve read together. Would you recommend it to a friend? Alternatively, play a game where you pretend to be the characters in a book, or discuss an interesting article you’ve read.

9. Make reading active

Play games that involve making connections between pictures, objects and words, such as reading about an object and finding similar things in your home. You could organise treasure hunts related to what you’re reading. Try creating your child’s very own book by using photos from your day and adding captions.

10. Engage your child in reading in a way that suits them

You know your child best and you’ll know the best times for your child to read. If they have special educational needs and disabilities (SEND) then short, creative activities may be the way to get them most interested. If English is an additional language, encourage reading in a child’s first language, as well as in English. What matters most is that they enjoy it.

ENHANCEMENT

World Book Day

Library – Storyteller Campsite

Reading Buddies

High quality book corners in every classroom

Tales and Toast Breakfast and a book – parents & pupils enjoy a snack and a book

School Reading  Reward Scheme

Children are given a banded home reading book and are expected to read at least three times each week. Library books and class books can also be borrowed. Comprehension tasks may be given.

WEBSITES

http://www.activelearnprimary.co.uk/

Our online learning environment, with lots of fun books for children to read/share http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs

A collection of nursery songs from the Early Learning series Listen and Play and Playtime, both of which are currently available on iplayer and as podcasts http://www.booktrust.org.uk/books/children

Suggested books for children, advice on how to read with your child, book lists, fun games, competitions to win free books, Children's Book Club etc.

http://www.lovereading.co.uk/

Expert recommendations and opening extracts of books. http://www.oxfordowl.co.uk/

Phonics advice and access to free E-Books. Free to register http://uk.pearson.com/enjoy-reading.html

Publisher’s website designed to give parents help and advice for reading with children http://www.phonicsplay.co.uk/

A useful website featuring free resources for KS1 (and the option of subscribing)

          

	Has this been done/checked? Yes/No	Comments
Have they had a recent eye test?
Do they wear glasses? Have they got them? Are they using them?
Have they had a recent hearing test?
Are they EAL?
Attendance		SIMS:  %
Punctuality		SIMS:  LATES
Arrival in Melling? Which year group?
Home support Home reads check
Attitude to reading
Speedy sounds check score
Phonics screening check score
FFT Decoding
FFT Fluency
FFT Reading Age
NFER score
Comprehension card: Read independently/ Read to them
Are they falling behind on sight words? If so, carry out word recognition flashcards intervention; precision teaching
Are they falling behind on understanding? If so, lower comprehension cards level. Read independently/ Read to them
Support in whole class reading
Complete a speech and language checklist/language
assessment/observation checklist