Our approach: At Wenhaston Primary School we aim to ensure every child leaves our school at the end of year 6 as a fluent reader. 

Timetable expectations: 

● One English lesson per week focused exclusively on reading skills in Key Stage 2. 

● Children are exposed to a wide range of fiction and non-fiction texts in a variety of contexts. 

● We have a comprehensive Phonics scheme that is taught daily in EYFS and KS1

Our scheme supports the teaching of phonics and decoding into KS2. 

Children across the school are exposed to whole class reading at least once a week. 

● Library time is timetabled for each class. 

● Children identified as priority readers read to an adult in school every day. 

● Children have scheduled reading for pleasure time daily. 

The Teacher reads to  the class every day. 

● Finding opportunities to read across the curriculum is also a key strategy in our approach to reading. 

Recording and marking: 

Reading diaries will be used to evidence reading at home, reading to an adult (with focused feedback) and silent reading. 

Each class runs a reading challenge/game with small rewards which encourages children to read regularly to an adult at home for EYFS and Key Stage, lower Key Stage 2 and for independent reading or an adult to listen to them in upper Key Stage 2.

Exercise books: 

Reading journal - A5 lined exercise book (KS1) A4 lined exercise book (KS2) Reading diary 

Scheme, resources and licenses: CLPE Power of Reading, Literacy Shed, 

The Wenhaston Way - Reading 

We have developed a whole school focused reading timetable which years 1-6 follow consistently. 

EYFS and other variations: Pupils learn to read through a daily phonics session. Regular guided reading sessions take place most days to allow children to help them develop a lifelong love of reading as well as to work on some of the skills learnt in phonics such as decoding , blending and comprehension. At the end of the day, story books are shared with the class giving them access to words they would not be able to read alone.   Each day, quality CLPE texts or any others linked to the topic or the children’s interests and/or songs are shared with the class. EYFS children take home ‘reading’ books from school, also word games such as CVC pairs, wordpacks linked to phonemes from our Phonics sessions or ‘tricky’ word packs to help recognition of sight vocabulary, these are to read/play at home, encouraging an early expectation of the need for parental involvement in the child’s journey to becoming a reader. During the week, children read with the teacher at least once and a Teaching assistant most days. 

 In year 1 the teacher records comprehension outcomes. 

Admin or lead for logins and resources: Chris Stone 

Assessment: 

All children to undertake a Salford Reading Test to assess fluency at the beginning of a year.

Autumn: NTS 

Spring: years 1,3,4,5: NTS Spring yrs 2 and 6: mock SATs 

Summer: NTS, Phonics Screening check for Year 1 

EYFS: ? Pupils are assessed on entry (Baseline) and at the end of each phase in phonics. 

However assessment in EYFS is based on daily observations so spending quality time with the children provides the adult with a good understanding of where each child is at and how to move them forward in their learning. 

Enrichment and extension: 

We run an annual poetry recital competition for all year groups. 

We organise regular author and illustrator visits. 

We celebrate World Book Day every year. 

We hold an annual reading competition. 

Whole school reading competitions/events. 

Reading Buddies/Sponsored reading events.