Reading

At Two Moors, we want to foster a love of reading, where children can not only demonstrate an understanding of what they have read, but also show enthusiasm and excitement for it. We believe that reading is an integral part of a child’s learning and development and that it underpins all other learning. Therefore, reading is at the heart of the school curriculum. It is our view that every lesson can be a reading lesson. 

We aim to ensure that all children:

• Have a love of reading.

• Can read age appropriate books independently.

• Are exposed to a range of genres, authors and styles of text.

• Are excited to pick up a book and read it.

At Two Moors, the English National Curriculum aims underpin the planning of reading and this ensures a broad and balanced curriculum that is progressive throughout the key stages. Reading skills are not only taught in discrete, phonics and reading sessions, which are then implemented across the curriculum, ensuring children are applying what they have learnt, but also within other subject areas. 

Specific Strategies we implement to provide children with the best possible chance at learning to read and developing a love of reading:

Phonics: In EYFS and KS1, children will have daily Phonics sessions following Read Write Inc Phonics. Please click on the 'Phonics' tab for more information.

Whole class reading lessons: In both KS1 (Year 2) and throughout all of KS2, children will receive at least three, short reading lessons per week. The aim of these is to develop a the children's skill in reading reading comprehension. The skills we teach the children are based around the acronym 'VIPERS': vocabulary, inference, prediction, explanation, retrieval and summarise/sequence. A strong understanding of,  and ability to apply, these skills will ensure children leave us with excellent comprehension skills. 

Interventions: Throughout the school reading interventions are put in place to provide extra opportunities for children to develop their reading skills. Children may take part in 1:1 reading sessions where they can share their book with an adult; 1:1 phonics interventions in order to pick up on any sounds they may not know or to develop their blending skills, or they may be part of small group interventions which aim to close the gap with children who are all at a similar level. We also run, with thanks to funding from the Rotary Club, the Ready, Steady Read intervention for select children. 

Assessment: Throughout phonics sessions, children are constantly being assessed by the adult leading the group. These ongoing checks allow the adult to tailor support for each individual child through targeted questions, extra support and reading. There are also more summative assessments that the children take part in each term. This helps to ensure the children are in the correct phonics group for their ability. In whole class reading sessions, similar strategies occur - the teacher uses ongoing formative assessment to ensure all children are progressing and understanding the learning. 4 times per year, children complete a Star Reader Test and towards the end of Key Stage 2, the children will complete more formal comprehension assessments. 

Home reading: We believe that reading is an integral skill to learn and we strive to have a partnership between school and home so that this continues seamlessly. We expect all children to read at least five times per week and for this to be recorded in their Reading Records. These are then handed in to class teachers and we use a raffle ticket reward system to reward children for their home reading.

Accelerated Reader: We use the Accelerated Reader programme for those children in Year 2 and above. The AR programme gives a level to every book, both in our classrooms and in our library. When the children choose a book, they scan it into their AR account - this will tell them the level of the book (and therefore if it is age appropriate). There are online quizzes and tests after reading the texts that children can then complete and earn points from. 

At Two Moors, we use both formative and summative assessment to track children’s progress and ensure we are meeting their needs in order to become confident, successful readers. We strive to create a positive reading culture and to help shape children’s confidence, enthusiasm and love for reading. 

Children will coherently and enthusiastically discuss their learning and the books they have read and also offer opinions and recommendations to adults and their peers. We have high expectations that all children reach at least the age-related expectation at the end of each year and ensure that those with gaps in their knowledge receive appropriate support and intervention to progress towards this. 

Our reading curriculum is intended to ensure that all pupils are academically prepared for life beyond primary school, are immersed in a language rich environment and that they are exposed to a range of reading styles.