Progression in Reading 

"Teaching children to read independently, as quickly as possible, is one of the core purposes of a primary school. This key skill not only holds the key to the rest of the curriculum but also has a huge impact on children’s self-esteem and future life chances. Reading is a two-part process: readers decode and comprehend. In one respect, decoding and encoding are the ‘mechanical’ skills that children need to master in order to be able to comprehend what they read. Research has shown that by teaching phonics thoroughly and rigorously to children, we can ensure that they use this knowledge to decode effortlessly and automatically. This means all energy can be focused on understanding and enjoying what is read." (Ofsted: Reading by six).

At Gurnard we believe that reading provides the mechanism and direction for every aspect of learning. We navigate the journey of reading with the unwavering belief that every child, regardless of background, can achieve the highest standards.  Proficiency in reading is both attainable and essential. We value reading as a key life skill and we are dedicated to enabling our pupils to become lifelong readers. Reading is key for academic success. 

We believe in both the importance of developing children’s discrete word-reading skills and comprehension, and the need to engender their love of books and reading. We recognise that the two elements are intertwined; each relies on the other if children are to become life-long readers. 

At Gurnard we… 

• Place reading and books at the centre of the curriculum – we always start writing learning journeys with a rich text and often use a book as a hook into other areas of the curriculum.

• Use books as part of the No Outsiders PSHE programme to teach equality and deliver British Values. 

• Teach word reading, fluency, prosody and comprehension skills.

• Promote and encourage a love of reading.

• Believe that every child can learn to read with the right teaching and support.

• Build time for all children to read independently, read aloud and be read to during the school day. 

Children at Gurnard read in almost every lesson. English lessons are driven by high quality texts, alongside twice daily phonics lessons in KS1 and dedicated reading lessons from Year 2 to Year 6 three times a week.  

In KS1 children learn to:  

• Draw upon their knowledge of vocabulary to answer questions.

• Use their phonic knowledge to blend and segment words.

• Be able to identify key aspects of fiction and nonfiction.

• Be able to identify and explain the sequence of events in texts

• Make inferences from the text

• Predict what might happen based on the text so far.

In KS2 children learn to: 

• Give and explain the meaning of words in context

• Retrieve and record information

• Summarise main ideas from more than one paragraph

• Make inferences from texts

• Predict what might happen based on information that is stated or implied

• Identify how content contributes to meaning as a whole.

• Explain how meaning is enhanced through the choice of words and phrases

• Make comparisons within the text.

• Make comparisons between different books, other forms of writing and other things that they have read.

• Compare and contrast different viewpoints within given texts.

• Reflect on what they have read and how they can relate to the genre/character/event. 

Word Reading 

Both phonic decoding skills and the quick recognition of ‘common exception words’ (tricky words) are taught in Reception and KS1 and this continues into KS2 with specific groups of children. Our first reading scheme has been created with phonic progression in mind and we use the Collins Big Cat Phonics books to ensure that every book is matched correctly to the right child at the right time. Our early readers take home books that are fully independently decodable to them and are read more than once in order to build up fluency. Every child is heard to read at least once a week by the class teacher. 

All children also take home library books that are to be shared with their family. Our library is well stocked and children can take their pick of modern books and children’s classics as well as interesting information texts to enjoy at home. 

Comprehension

Comprehension, including retrieving information, summarising, making inferences and using evidence from the text to justify these, is taught from Early Years to Year 6 in various exciting and engaging ways. This is done using Whole Class Reading from Year 2 to Year 6. We don’t just use books to do this, we often learn to ‘read’ and comprehend pictures, films, dances, poetry and music too! 

Fluency 

Once children are proficient in decoding following our systematic synthetic phonics programme, they then begin developing their level of fluency. To enjoy reading and to read for meaning, children need to develop automaticity and to read fluently. We carefully assess children’s fluency, prosody and expression when reading individually. We explicitly teach these skills and our early readers have lots of opportunity to practise in class, in groups and individually. 

Our second reading scheme aims to ease the transition from learning phonics to creating independent readers using Collins Big Cat Fluency books which are levelled from Fluency 1 (reading speed of 60wpm) to Fluency 10 (reading speed of 120 wpm). Children in Years 2 to 4 take these books home in order to build up their fluency, prosody and expression. Children also take home a librabry book or class reading book that they read for enjoyment.

How do we support those children who find reading more difficult? 

We want all children leaving at the end of Year 6 to be able to read confidently and to enjoy reading. To ensure this, we implement interventions to help those children struggling with reading. In EYFS and KS1 we use phonic interventions as well as daily reading for those who need it. 

In KS2 we use regular assessments to help us to identify any children that need an intervention to address any gaps in learning or misconceptions. In KS2, children who need support to catch up have phonics interventions and/or daily reading and we have invested in books that are suitable for the small number of KS2 children who are still decoding using phase 3-5 phonics, to support this with daily reading. 

How do we promote a love of reading?

• All of our classrooms are full of age appropriate, quality texts.

• Every classroom has an inviting book area full of inviting, quality texts. 

• Each day, every class enjoys a ten minute reading session. The adult in the classroom reads aloud to the children, who just have to sit and enjoy listening. There is very little questioning, or clarifying in these sessions so as not to disrupt the flow of the story.

The document below shows the progression of skills in Reading across Years R to 6.