Reading and Phonics at Hollingwood

Intent

At Hollingwood, we believe reading is an essential life skill. Our main aims are to instil a lifelong love of reading; build cultural capital through reading; enhance vocabulary; and to close gaps in each year group.

Implementation

To achieve the above, we intend to:

  • Teach reading as a whole-class subject from Year 1 to Year 6. During these lessons, children are faced with challenging texts (non-fiction and fiction) which they learn the vocabulary from, read fluently and comprehend. Teachers are encouraged to link some texts to the topic being studied in class.
  • Use Letters and Sounds as a guide to teach phonics to help children become fluent readers and to aid them with the Phonics Screening Check. Children are challenged to keep up with peers in their group. If they fall behind, they receive interventions. Although Letters and Sounds is followed, phonics lessons in our school are exciting, and often include games which are both mentally and physically challenging. Children are expected to finish Phase 6 by the end of Year 2 – if they don’t, they should finish any incomplete phases in Year 3.
  • Have a range of books across school which children read on a regular basis. In EYFS and Key Stage One, children are allocated a book matched to the sound/s they are currently learning. Also, they take home an appropriately levelled book to further understand their fluency, vocabulary and comprehension. In Key Stage Two, children take home a book which is levelled appropriately, and they have the option of taking books from their class’s library. The school library is open for all children across school to borrow more books.
  • Use a reward system (Raving Readers) to encourage reading for pleasure. Children receive an award each time they reach a multiple of twenty-five reads as well as being able to wear their own clothes the next school day.
  • Use online resources to further improve fluency, vocabulary and comprehension.
  • Run a number of events (World Book Day, Bradford Literacy Festival, Bedtime Read, Hollingwood Reading Café, Pyjamarama and author visits) are celebrated in and out of school with the aim to create a greater love of reading for all pupils.
  • Introduce a vocabulary progression by September 2020.

The above is monitored by:

  • Looking at texts used by teachers across the school.
  • Using Letters and Sounds as a guide when planning excellent, enjoyable phonics sessions which will help children make brilliant progress. Interventions are planned for those who need them to keep up.
  • Checking Year 3 plan lessons for children who haven’t completed all phonics phases.
  • Checking children have the appropriate books.
  • Measuring the impact of reading events.
  • Making sure teachers use the vocabulary progression (currently being developed).
  • Holding pupil interviews and asking them to read.
  • Checking that books are used in all curriculum areas.

Impact

  • Children are fluent, competent readers with a great range of vocabulary.
  • Reading is key to all learning and goes beyond assessments.
  • Children perform well in Key Stage assessments.
  • Children in EYFS reach appropriate ELGs.
  • At least national standards are achieved in phonics screening.
  • Children finish all phonics phases by the end of Year 2.
  • Children who haven’t completed phonics phases by the end of Year 2 complete them in Year 3.
  • A love of reading is instilled in all children – they read a range of texts by numerous authors.
  • Raving Readers increases a love of reading and targets those who aren’t reading at home.