Reading

At the New Forest Academy, we believe that the ability to read well is essential to enabling competence. Ensuring all our pupils can read well and access the curriculum will transform their life chances. In order to achieve this we use purposeful assessment and high quality interventions.

Reading is a high priority at our school and we are implementing key reading strategies to create confident, successful readers. In order to do this we have a variety of approaches. Effective teaching of reading is deeply embedded in our curriculum and all pupils have access to, can engage with and enjoy high-quality texts. We use the AET NGRT testing to effectively create support strategies which also allow for appropriate monitoring of our weaker readers. This is delivered through a Phonics Programme using Read Write Inc and Fresh Start Phonics Intervention.

To supplement their learning pupils also engage in Reading Plus which is ‘an adaptive literacy solution that improves fluency, comprehension, vocabulary, stamina, and motivation.’ This provides pupils with a wide range of texts and aims to motivate them with their reading. It is an adaptive tool which provides personalised learning based on the individual pupils reading ability and needs. Reading Plus is accessible in and out of school and we encourage our pupils to practise reading using this tool in their own time as well as during the school day.

In line with the AET vision for reading, the New Forest Academy aspire to the achieve the following:

All AET pupils have a love of reading and can read at their chronological age. Effective teaching of reading is deeply embedded in our curriculum and all pupils have access to, can engage with and enjoy high-quality texts. All children can access the curriculum and thrive.

In order to achieve this we are prioritising a regular reading slot which takes place every Friday during tutor time. The use of the Control the Game strategy has encouraged all members of the tutor groups to engage with reading in class. Teaching staff are aware of the reading ages of their tutor group, alongside any additional needs, and plan the group reading accordingly. Their well annotated texts focus on reading ages, confidence levels and key vocabulary that they need to address with the class. It promotes fluency and comprehension as well as the confidence of the readers. This strategy is also beginning to be implemented in curriculum areas and is a whole school approach to encouraging active reading in lessons. It ensures that all pupils are engaged in the reading and that all readers understand the vocabulary they are faced with. In order to focus on keywords effectively we have introduced the use of the Frayer Model. The Frayer Model is a graphic organiser for building student vocabulary. This technique requires students to define target vocabulary and apply their knowledge by generating examples and non-examples, giving characteristics, and/or drawing a picture to illustrate the meaning of the word. This model will allow us to take a closer look at the pronunciation and comprehension of key words that are used in our lessons.

At the New Forest Academy we will be successful in developing a thriving reading culture with the support of staff and pupils and we look forward to seeing our pupils go from strength to strength in their reading journey.