Priority 1

08.11.24- https://drive.google.com/file/d/1Igz0jNQUdF7MIOKrtIYD2yL6ZPHJzCOc/view?usp=drive_link Information sent out parents about reading on Seesaw.

02.12.24- https://drive.google.com/file/d/1R4Tt9ZGo2RV2fLD4LFIZQ_q5olY18QVf/view?usp=drive_link  Information sent out parents about reading on Seesaw.

02.12.2024- Repository - Hwb and https://drive.google.com/file/d/1VV0AQzC8yrz78bWqmloxQPlpP0ogibqL/view?usp=drive_link shared with staff to help promote reading progress in both Welsh and English.

02.12.2024- Instantly Access 40K+ Kids' Books & More | Epic shared with all staff to promote reading for pleasure in the classroom.

1. Parental Involvement

• Communication to parents ensured that the key messages were shared and transparent about reading habits at home to encourage parents to make reading a priority. 

2. Hwb resources shared with staff 

• Useful ideas for class teachers to review and identify improvements they can make within their classrooms to support the love of reading with learners.

3. EPIC Reading

• This resource engages most readers but in particular those children who don't enjoy reading, some children perceive this to be a fun way of reading. This resource can also be accessed at home.

On Track

• Classes were all allocated £100 from the PTA to update their reading areas to help promote a love of reading in the classroom. (evidence from each class on google classroom).

• Mrs Roberts attended training on Reading Progress and demonstrated this to staff. This can be made available to classes and will support guided reading session.

• Mrs Roberts and Mrs Armstrong (Barker) attended training on a LLC toolkit. They cascaded this information to other staff during a staff meeting and all classes have started to use these activities. Whole school tasks have been completed on WBD (World Book Day) and St David's Day as well as activities tried in individual classes (trialled on learning walk). Evidence of this on google classroom.

• An evaluation form has been created so that teachers can feedback on any of the activities that they complete in class from the reading and oracy toolkit.

• A ‘Reading’ learning walk took place on 10/03/2025- positive feedback was shared by governors and staff.

• A WBD event was held. Children participated in a sponsored read-a-thon throughout the week to help promote reading for pleasure and to raise money for books across the school.

• WBD- A whole school assembly took place to promote reading & whole school engagement. Staff joined in with a Traditional Tales costume themes and activities took place in each class.

• We held a Scholastic book fair after school each day between 13/03/25 – 19/03/25.

• Author events were organised which linked to class topics e.g. FP- Bertie and the Breakfast Treat with Toni Wolstenholme, Yr 3- Keisha Jones is a Force of Nature event with Natalie Denny, Yr 6- The Bletchley Riddle.

• Reading tips and information has been shared with parents on Seesaw.

• Book Clubs held throughout the school (Year 1 and 2, Year 3 and 4, Year 5 and 6) to promote reading for pleasure and collaborative reading.

• Buddy reading has started and the children have a designated time to go to different classes and read with their peers from different year groups- the older children enjoy this responsibility of listening to, and reading to the younger children.

1. £100 Allocation per Class from PTA to Update Reading Areas

Impact:

-Enhances the learning environment to make reading spaces more inviting and engaging across the whole school.
-Promotes ownership of the reading space by teachers and pupils, strengthening reading as a valued daily practice.
-Evidence on Google Classroom demonstrates accountability and impact across all classes.

2. Mrs Roberts – Reading Progress Training Shared with Staff

Impact:

-Supports teachers in assessing and tracking pupil reading progress more accurately.
-Provides a digital tool to support guided reading and target areas for improvement.
-Identified as a useful tool for the Read, Write, Inc assessments that are carried out half termly.

3. LLC Toolkit Training & Implementation (Mrs Roberts and Mrs Armstrong)

Impact:

-Promotes high-quality oracy and literacy activities across the curriculum.
-Toolkit activities encourage rich classroom talk, comprehension, and critical thinking, aligning with Curriculum for Wales.
-Whole-school engagement in events like World Book Day and St David’s Day creates a unified, culturally rich approach to literacy.
-Early evidence through learning walks and Google Classroom shows effective classroom implementation and teacher enthusiasm.

Learning Walk Report to go here

4. Reading & Oracy Toolkit – Evaluation Forms for Teacher Feedback

Impact:

-Encourages reflective practice and professional dialogue around the effectiveness of reading and oracy strategies.
-Ensures the toolkit remains relevant and impactful in everyday classroom use.

-Evaluation  feedback to go here

5. Reading Learning Walk – 10/03/2025

Impact:

-Our SIA, GwE (Dave Edwards) and Governors conducted this learning walk which provided valuable monitoring and evaluation of reading provision across the school.
-Positive feedback from governors and staff reinforces confidence in current practice.
-Identifies areas of strength and opportunities for further professional development. 

Learning Walk Report to go here

6. World Book Day (WBD) Events – Sponsored Read-a-Thon & Themed Activities

Impact:

-Raises the profile of reading for enjoyment, especially through fun, whole-school events.
-Encourages family involvement in reading through sponsorship and Seesaw updates.
-Increases book resources through fundraising. Classes selected which books they would like to purchase with the funds raised. The new books have enhanced our reading areas.

7. Scholastic Book Fair (13/03/25 – 19/03/25)

Impact:

-Increases access to high-quality texts at home and in school.
-Engages parents and carers in supporting reading.
-Raises funds and excitement around reading, reinforcing reading as a valued school priority.

8. Author Events Linked to Class Topics

Impact:

-Brings real-life relevance and excitement to reading and writing.
-Supports curriculum links with authentic reading materials (e.g., WW2, nature, healthy living).
-Inspired pupils by showing them authorship as a career and creative outlet.

9. Book Clubs for Years 1–6

Impact:

-Promotes peer-to-peer dialogue about books, enhancing comprehension and enthusiasm.
-Fosters a collaborative reading culture and develops social, emotional, and discussion skills.
-Encourages children to develop opinions, share recommendations, and see reading as social and enjoyable.

10. Buddy Reading Across Year Groups

Impact:

-Encourages cross-age relationships and leadership opportunities for older pupils.
-Helps all children develop reading confidence in a supportive, non-pressured setting.

On Track

• 13.5.25, 19.5.25 & 20.5.25 - BB and SR attended DEMSRI training which looked at the science of reading and spelling - this focused on how phonics should be learnt and taught throughout the school. Most practices linked to our current practices through RWI - overall evaluation and next steps were completed on the training. These are to be implemented over a 3 year period.

• The money raised from the read-a-thon was split between each class and used towards book relevant to the class topics. 

• Visit to Year 5 by adult author David Ebsworth to share his research and knowledge with Year 5 about Wrexham 1876.

• Visit by published local author David Rowe to talk to Year 6 about real life local stories from WW2.

• 23/6/25 - Visit from Nicola Baker (married to Matt Baker) for an interactive author event through The Berwyn Bookshop

• Community Book swap Phone Box outside school which is regulary used by the school and wider community

• An Amazon wish list for each class has been created and shared with parents - many of the wish lists include books that we would like for our classroom or resources for our reading area e.g. In Year 2 we have asked for a variety of reading books linked to our topic of 'Fairy tales' and book ends to be used in the reading area which have been very kindly been purchased from some of the parents. 

1. DEMSRI Training (13.5.25, 19.5.25 & 20.5.25) – Attended by BB and SR

Impact:

-Improved staff understanding of the science behind reading and spelling, ensuring teaching is research-informed.
-Validated that current practices through RWI (Read Write Inc.) align well with evidence-based strategies, boosting staff confidence.
-Informs long-term planning with clear next steps and an implementation plan over a 3-year period, ensuring sustainable development.
-Enhances phonics provision across the school, positively impacting early reading outcomes and spelling accuracy over time.

2. Read-a-thon Fundraising – Books Purchased for Class Topics

Impact:

-Pupil's engagement with reading for pleasure was evident and the event was enjoyed by all classes.
-Involves children in the outcomes of fundraising, fostering ownership and pride in their learning environment.

3. Author Visit – David Ebsworth (Year 5) – Focus on Wrexham 1876

Impact:

-Brings history to life by connecting local events to real research and storytelling and reading for understanding.
-Inspires pupils to explore local history through literature.
-Reinforces the idea that reading is not just academic, but a way to access real knowledge and lived experiences.

4. Author Visit – David Rowe (Year 6) – Local WW2 Stories

Impact:

-Makes historical content more accessible and relevant through personal storytelling, linking to the class topic and visit to France.
-Encourages emotional connection to historical events, which supports comprehension, empathy, and deeper engagement with texts.

5. Interactive Author Event with Nicola Baker – 23/6/25

Impact:

-Provides pupils with the opportunity to engage with a published author, encouraging reading and creativity.
-Strengthens links with local literacy initiatives such as The Berwyn Bookshop, showing pupils the value of reading in their own community.

6. Community Book Swap Phone Box (Outside School)

Impact:

-Encourages community-wide engagement with reading, reinforcing reading as a shared, everyday activity.
-Offers free access to books, promoting reading beyond the classroom.
-Builds a reading-rich environment by visibly celebrating books and stories as part of everyday school life.

7. Amazon Wish List for Each Class – Supported by Parents

Impact:

-Promotes targeted resourcing of reading areas, with books and tools tailored to class needs (e.g. topics, genres).
-Strengthens home-school partnership, giving parents a way to contribute meaningfully to their child’s reading experience.
-Enhances the quality of reading environments across the school, supporting the development of positive reading habits.

• Many children in Year 2 have mentioned the reading area in their end of year pupil comments as being a favourite area of the classroom that they like to work in