We believe that reading is at the centre of learning. We base our reading on well-known authors and children are given the time to immerse themselves in stories.
We ensure that early language development is key to opening up a whole new world of vocabulary, provide age-appropriate phonics provision and promote a love of reading by immersing children in books and bring reading to life.
Reading is an important part of our curriculum and is an integral part of all of our lessons. At Brierley Primary, we teach reading through:
Discreet comprehension lessons: At Brierley Primary, we teach lessons which focus on developing pupils’ level of understanding of the text, through discussion, written and oral tasks; and the exploration of new vocabulary. Pupils will be taught to retrieve, infer, predict, summarise, analyse and evaluate a whole class text.
Reading for pleasure: At Brierley Primary, we encourage our pupils to read for pleasure and to read widely. During this time, pupils explore a book of their choice, developing their reading skills and their ability to understand the author’s intent, connections and links to their own experiences.
Independent Reading: At Brierley Primary pupils are tested each half term to assess their reading age, ensuring that pupils are reading the most appropriate books. Reluctant readers, or those pupils who struggle with reading are heard reading every day to ensure that they make expected progress. Each Key Stage within the school focuses on age appropriate skills and uses a range of strategies and interventions to support the pupils. In EYFS Reading is taught through shared reading, using large print books and picture books. Pupils are taught the process of reading; learning that words and pictures have meaning. Through a range of practical activities children learn familiar stories. Pupils explore skills such as sequencing, prediction and retrieval. Using the Read, Write Inc phonics programme our pupils are taught the initial sounds. In Key Stage 1, we use Read, Write Inc for our phonics programme. Phonic awareness helps the development of reading by segmenting and blending sounds (please see phonics for more in depth explanation). The children will be heard reading individually and in groups. Reading is taught through a shared reading approach using large print books that are rhythmical and have repetitive patterns. Pupils explore vocabulary, prediction, sequencing, making inferences and retrieving information. In Year 2-6, pupils are taught reading through a whole class Comprehension lesson each week. Pupils explore vocabulary, prediction, sequencing, making inferences and retrieving information. In Key Stage 2, we teach reading through guided reading approach focusing on the curriculum domains. Pupils explore vocabulary, prediction, sequencing, making inferences and retrieving information, ensuring that they are able to make justified responses using evidence from the text. Pupils explore a wide range of fiction and non-fiction texts in their foundation lessons, which are based around age appropriate texts linked to the topic being studied.
Formative assessment is ongoing throughout each lesson. It judges progress and enables the teacher to make flexible adaptations to their planned teaching.
Effective formative assessment, daily marking and feedback and adult interaction within lessons is firmly embedded into our approach to teaching and learning of reading. All pupils are supported to develop, progress and move their learning forward through support, questioning and feedback. Pupils demonstrate the impact this has on improving their learning through editing and response. Reading is assessed by teachers who use Insight for their year groups to allocate a level for each pupil.
They will read widely and for pleasure immersing themselves in different authors and text types. Our children will be able to: read fluently, retrieve, infer, predict, summarise, analyse and evaluate texts from a wide range of genres. By the time our children leave us at Year 6, they will be confident readers ready to move in to secondary school with skills to articulate what they have learnt and how they feel about a text.