“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.”
- Dr Seuss
Subject Leader: Miss E Clark
At Stamford Bridge Primary School, we believe that reading should be at the forefront of all learning as it is an essential life skill that lays the foundations for success in our children's futures. Through reading, children have a chance to develop culturally, emotionally, intellectually, socially and spiritually. By teaching reading, we intend to impart children with the knowledge, understanding, confidence, attitudes, values and skills they need in order to reach their potential as individuals and to become literate members of society.
Our aim is to promote and embed a culture and love for reading within our school environment. We believe that reading for pleasure is crucial - each book offers children new and unique experiences, develops and challenges their thinking and nurtures their imagination. We inspire children to be confident and competent readers by exposing them to a wide range of high quality texts, both in class and within our shared reading spaces. We aim to ensure that all children at our school become independent readers who foster a life-long enjoyment of reading and books.
At Stamford Bridge Primary School, reading practice takes many forms:
In EYFS and KS1:
- Early reading and phonics is taught following the Little Wandle phonics programme;
- Children participate in adult-led reading sessions where they read books which are phonetically decodable and are linked to the sounds they are learning in class;
- Following these sessions, the children then take these books home to read with an adult to build their fluency and automaticity;
- Alongside this, the children also take home books which they have chosen based on their interests to read with an adult. These are not necessarily books which the children can read/decode - they are books that promote a love of reading.
- Children in Year 2 also begin to learn about key reading domains (VIPERS) and participate in more independent comprehension activities to explore their understanding.
- Children participate in 3x weekly whole-class guided reading sessions where the children learn how to answer a range of reading comprehensions based on key reading domains (VIPERS);
- They are encouraged to read texts aloud throughout all areas of the curriculum;
- Books are widely used across the curriculum to encourage cross-curricular reading in a variety of subjects;
- Children are a part of the Accelerated Reader scheme where children's reading progress is carefully monitored - see Accelerated Reader page for more information.
- Are able to listen to a wide range of texts from a variety of genres, both fiction and non-fiction, read to them by their class teacher.
- Have access to a range of reading materials in both their classes, and in the library areas.
- Are set reading as weekly homework and record their reading in their planners.
A wide range of strategies are used to measure the impact of our reading curriculum. The impact of learning is measured through daily formative and regular summative assessment. Children are assessed against key performance indicators which are set by the children's class teachers and the assessment lead based on their previous assessment data throughout the school. Children who are not achieving in line with expectations are given intervention sessions in order to address any misconceptions and to allow children to progress with their learning. At the end of each term, all children are formally assessed - these tests are used to enable teachers to plan effective lessons and to break down barriers to learning.
The effectiveness of the reading curriculum is monitored by the subject leader and the senior leadership team through observations, drop ins and pupil voice.