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Reading

Our Aims

It is our aim at Viewley Hill Academy to develop reading skills with our pupils in order to provide them with life skills and to promote reading for pleasure and enjoyment.  We believe that reading can open doors and give our pupils life chances through improved language and vocabulary skills and stimulated imaginations and curiosity.  We aim to provide our children with a high quality reading curriculum that spans all genres so that upon leaving primary education all pupils are able to read fluently with understanding and confidence and have the skills to be good independent learners in the next stage of the educational journey.   The ways in which we meet this aim are through a  carefully planned and progressive curriculum, access to high quality texts, book fairs, celebration of reading days, book clubs, birthday books and half termly recommended reads.

Our Approach

  • Being exposed to ‘good reading’ – there is an expectation that every teacher reads to their class regularly – we aim for four times weekly. In addition to specific teaching of reading skills, pupils are given opportunities to further develop and refine their reading outside of their English lessons.  Pupils have access to a wide range of appropriate reading material, including fiction, non-fiction, poetry and play-scripts, with a class library in each teaching room, and also through a wide range of IT programs and resources. A variety of reading scheme materials and ‘real books’ are used to support the children’s reading development, including Oxford Reading Tree, Collins Big Cat, Phonics Bug and Project X.
  • Having sound phonological awareness – In our youngest children, the systematic teaching of synthetic phonics, following the Letters and Sounds programme, enables them to learn the phonetic code and to apply understanding of letter sounds with the corresponding letter shapes (graphemes). Phonics teaching is a daily part of English throughout EYFS and KS1, and is used to support children throughout KS2 who may require additional support in securing these skills.
  • Developing fluency and comprehension – Every child has a weekly Guided Reading/ Reciprocal Reading. Guided Reading takes the form of reading aloud along with questions to aid comprehension and support to aid fluency.  Reciprocal Reading takes the form of silent reading or reading to the group so that the focus of the session is comprehension using the language of predict, clarify, question and summarise.  How this is decided is based upon the simple view of reading that each teacher completes to assess the learning needs of the children.
  • Whole school understanding of the tools needed for comprehension – Skim- to find a section, Scan- to find a word, Close Reading – to answer a question. Please see our Sequence for Answering Comprehension Questions.
  • Developing 3 core reading skills: to retrieve, to infer, to understand vocabulary – From Y2, reading comprehension in Reading Skills Lesson are based on an assigned text. These texts cover a wide range of genres and styles and are chosen by the English Leader.  Learning activities are based on the Reading Skills document and quality reading journal activities.  Reading comprehension work is expected to have Feedback to improve children’s understanding and question their thoughts.

Key Stage 1 and Key Stage 2 undertake Reading Skills lessons with the whole class three times a week following the Reading Skills document.  For those children in reception, these skills are taught in guided reading sessions and during story sessions.

For those children who reach Key Stage 2 who are not able to read sufficiently to access the curriculum fully, they are supported with additional reading 1:1, phonics sessions and Reading Rocketeers for comprehension skills.

How do we know what the children need?

All children are assessed in their reading against the simple view of reading.  This allows for focused teaching for those children in either independent or guided sessions.

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