Our Reading Approach at Barnfields
Barnfields Primary School is strongly committed to improving literacy standards. Reading is at the heart of all that we do and this begins as soon as the children enter the Early Years Foundation Stage (EYFS). We recognise that the early years of a child’s life are crucial and the experiences that we offer the children in Reception and KS1 are fundamental in laying the foundations for future reading success. It is a skill which underpins a child’s ability to access the wider curriculum and allows them to broaden their vocabulary and develop vivid imaginations. To ensure that pupils at Barnfields Primary School are given the best opportunity to succeed, we ensure that they are given daily reading teaching that build skills in fluency and comprehension.
Developing a culture of reading at Barnfields Primary School is fundamental to the progression of the children not only in reading but across all other subjects. In classrooms, teachers will place a high value on books and reading by;
- Ensuring that the classroom has a book corner with challenging, age-appropriate texts.
- Caring for books through the use of the school library and pupil librarians.
- Finding daily opportunities for children to read independently.
- Ensuring that daily reading aloud of aspirational and engaging texts happens at the end of everyday.
The school will provide additional events and activities to widen the scope of reading such as:
- Regular visits to the school library
- Celebration of World Book Day
- Awards linked to reading during assemblies
Pupils read regularly in all areas of the curriculum and in every part of the school day through:
- Guided Reading (EYFS and Yr1) - Teachers work with small groups of pupils to teach specific and targeted reading skills in a book that is sufficiently challenging.
- Whole Class Text Study: Reading lessons are taught through a quality text which is chosen carefully by the class teacher; across the year the texts are chosen due to the many opportunities of vocabulary development they offer. Children will engage in many reading activities which will promote a deeper comprehension of the text (using the VIPERS reading prompts).
- Reading Across the Curriculum - Pupils read a range of books linked to other areas of their learning. There is very much a focus on reading across the curriculum, with children engaging in wider research, both online and through fiction and non-fiction texts.
- Library Time - Children visit the school library every week (fortnightly for KS2) and can borrow a book to take home.
- Homework Learning – Children in the younger years bring home reading books. Older children choose their own books from home and are also given a school library book matched to their reading ability. All children are asked to record their reading every day in a reading record.
- Special Events - We love to celebrate books and reading. Each year we celebrate World Book Day by dressing up and undertaking a variety of fun, book-based activities.
Reading in KS1
At the start of Year 1, teachers and/or teaching assistants listen to children read individually through the use of the Big Cat Collins Scheme.
These reading sessions focus on each child’s reading target (word reading and/or comprehension). Teachers make notes on running records, including children’s next steps. During these sessions, staff ensure that the children are reading the correct level books and identify and work on their next step targets. Over the course of the year, children build up to starting guided reading groups.
In Year 2, whole class text study takes place four times per week. Each session focuses on a word reading or a comprehension objective from the National Curriculum. Class teachers and teaching assistants regularly listen to children read individually.
Reading in KS2
In KS2, reading has a whole class approach and is taught for half an hour four times per week. This chosen text is used to develop children's fluency and competency with the text. Then across the week, different objectives are taught: vocabulary, prediction, inference, summarising and comprehension questions. Where appropriate, teachers use other texts to ensure that children are exposed to a wide variety of topics and genres, including non-fiction and poetry.