PT ENGLAND SCHOOL POLICY
READING SUPPORT
INTRODUCTION:
In our school we have a significant number of children who go through Quick 60 but still quite obviously need some kind of continuing support. Others go through the programme supplied by the Resource Teachers Of Reading and continue to need extra help, still others are discontinued because they do not make sufficient progress. We also have children transferring from other schools with significant needs or delays in reading. As many of our priority 2 children with learning needs are not receiving Special Ed allocations it becomes increasingly important for the school to maintain its own effective programme for supporting the reading needs of students who are aged above 7yrs and who are not succeeding well.
OBJECTIVES:
1. To adequately assess the needs of all students above the age of 7yrs who might be thought to need extra support in Reading.
2. To establish as early as possible which of these students should be participating in a special programme to support their reading needs.
3. To devise a reading mileage programme involving parent volunteers, co-ordinated by a paid trained teacher, using the ‘Pause Prompt Praise’ methods
4. To assess entry levels and determine progress by assessment at set times and to determine exit level on leaving the programme and to assist class teachers with Running Records where time allows
PROCEDURES:
1. The 2025 programme will be set up and devised in consultation with Jenni Clarke, Toni Nua & the Principal.
2. Volunteers will be trained at the beginning of the year or as they join the programme. The part time specialist teacher will have this responsibility.
3. All children nominated for Reading Support will be tested for entry level using the PM Benchmark Kit. We will then make a selection for withdrawal and timetabling which can be referred back to classroom teachers
4. The selected children will be withdrawn from class at the times agreed and will work with the volunteer tutor in the Library.
5. There will be on-going consultation between the specialist teacher and DP to ensure that the programme is effectively meeting the needs of the students.
6. Each term the students will be retested to see whether they have moved into a different reading category/placement or whether they have shifted but will remain on the programme, and if so how far.
6. The Reading Support programme is expected to remediate the needs of the children involved. Except in the most difficult cases, we should begin to see children exiting the programme. Some key indicators should be provided for class teachers as children exit, so that they can be well supported in the classroom. In view of the current enrolment trends and the difficulty of extending Quick 60 to all those we would like to , we would expect to see more children coming into this programme
7. In the event of questions, concerns, or even complaints arising from this programme, the principal will be notified. The principal will relay the content of any such approach to the AP 2 who will then meet with the Specialist Teacher to find the best way in which to handle the approach. From time to time the staff meeting or syndicate meetings may be used as avenues for discussing, altering or evaluating this programme.
Formulated: 1995
Reviewed: 1999
2002
2005
2006
2009
2013
2015
2023
2025