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Manor Court CommunityPrimary School and Early Years Centre

The teaching of reading at Manor Court Primary School

Reading Intent at Manor Court Primary School

At Manor Court Community Primary School, we seek to ensure that children are supported to be confident, lifelong learners with a love of reading.  Reading plays a very important role in developing children culturally, emotionally, spiritually and socially and we believe literature plays a key role in such development. Reading enables pupils both to acquire knowledge and build on what they already know.

Word reading – the ability to decode words- is taught through the use of the synthetic phonics scheme ‘Letters and Sounds’ which is supported with resources from Jolly Phonics. Any child who is finding it difficult to learn to read is identified through regular and ongoing assessments and is given additional interventions.

 

In Key Stage 1 and 2, children take part in daily Guided Reading sessions where the whole class share the same text with a specific focus. Our main aim is to ensure that children are developing their decoding and comprehension skills within these discussions and independent activities.  Teachers are able to scaffold the children in their learning by stretching their depth of understanding within a text.

Children are heard reading regularly, by Learning Support staff, teaching staff and also volunteer readers.

Good comprehension draws from linguistic knowledge 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 they live in, 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. Every classroom at Manor Court has a Word Wall that celebrates exciting and subject-specific vocabulary. Each class has Vocabulary Champions, who meet weekly and share words on the school library display. Dictionary skills are developed from Year 1 and all pupils have access to their own dictionary.

Key Stage 1 reading books follow a clear progression of banding, ensuring fluency is developed. Children who progress to free readers are able to access the school library on a daily basis and can be supported to select books by adults who act as librarians at set times every day.  Pupils are encouraged to take home fiction and non-fiction texts.

 

Children are expected to read at home daily as this helps to develop confident and fluent readers. Children’s reading logs are checked to ensure this is taking place. Where children are not reading the required amount in school, they are invited to attend a lunchtime book club. There is also opportunity to read to a member of staff at Homework Club.

 

Children identified as being ‘gifted and talented’ have regular opportunities and experiences to extend and develop their learning and strengths. The school has close links with the local bookshop and library. “Chatterbooks Club” - an initiative formed by the Reading Agency takes part once a month for our more able readers, run by local librarians.

World Book Day is celebrated annually at Manor Court School, alongside half termly author focuses, and visits from local published authors.

Tracking and assessment

All pupils are assessed at appropriate intervals (half termly) as they progress. Foundation Stage pupils are tracked using a phonic tracker, and also on the amount of sight words they can read. Pupils in Year 1 – 6 take Rising Stars assessments. Year 2 and 6 are prepared for the SATS with mock papers. All pupils from Year 1 – 6 have a Salford Reading Test.

During daily sessions of guided reading, there are opportunities for practitioners to regularly assess children’s understanding.  Outside of these lessons, there are numerous opportunities for pupils to apply their reading skills, across all areas of the curriculum.

Regular monitoring of the assessment outcomes allows teachers and practitioners to ensure that all children are making expected progress. This information is also used to identify children who are not making expected progress and therefore early intervention can be put in place.

Children’s reading assessments are added to a tracker and monitored by the English Lead teacher, Phase Leaders and Senior Leadership team.

Year 1 Phonics screening check

Every Year 1 child in the Summer term will take a Phonics Screening Check. This is phonics based check where children will be expected to read 40 simple, decodable words including nonsense, or alien, words. This is a progress check to identify those children not at expected level in their reading. Children will be rechecked in Year 2 if they do not reach the expected level. Any child working below the level of the screen check may be dis-applied, with the acknowledgment of the parent/carer.

Intervention

Through careful monitoring and tracking practitioners are able to identify children who are not making the expected progress and therefore need intervention to catch up. Depending on the needs of individuals, this may include specific phonic support, developing skills of comprehension and additional individual or small group tutoring. It is important that children who are struggling to learn to read not only need to catch up with their peers, but also to continue to make progress.

Phonics in KS2

If children in Key Stage 2 experience difficulty in reading because they have missed or misunderstood a crucial phase of systematic phonics teaching, then interventions are put into place to support them.

Inclusion

Our aim at Manor Court Community Primary School is that every child’s needs are catered for and every child is given the chance to succeed and become a competent reader. It is our aim to give every child the opportunity to experience success in learning and to be the best that they can be. Differentiated work, appropriate to individual children’s needs, is provided in the independent work during the day and also during intervention sessions. S.E.N.D pupils have Learning Passports, APDR documents and IEPs, which may include specific literacy targets.

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