At Lord Blyton School we use reading as a vehicle to access the curriculum. We promote reading in a positive way and it is used across the curriculum.
We follow the national curriculum programmes of study for reading at Key Stage 1 and 2 and this consists of two dimensions:

  • Word reading
  • Comprehension (both listening and reading)

We focus on teaching both dimensions and a different kind of teaching is needed for each.
Skilled word reading involves both speedy working out of the pronunciation of unfamiliar printed words, also known as decoding and the speedy recognition of familiar printed words. Underpinning both of these is the understanding that the letters on the page represent the spoken word.
We teach the above through a rigorous phonics teaching programme that starts in nursery. Phonics is how we begin our early teaching of reading.
Good comprehension draws from linguistic knowledge, in particular from vocabulary and grammar and on the knowledge of world.
We teach comprehension through high quality discussion of a text. Pupils from an early age have opportunities provided for them to discuss nursery rhymes, a range of stories, poems and non-fiction texts.
All our pupils at Lord Blyton Primary school are encouraged to read widely across fiction and non-fiction This helps them to develop their knowledge about themselves and the world in which they live and to establish a lifelong appreciation and love of reading. We encourage and provide opportunities for pupils to read across the curriculum.
Reading widely increases pupil’s vocabulary because they encounter words that they may not hear or use every day. Staff at Lord Blyton are actively aware some of our pupils have limited vocabulary and so strive to provide opportunities to extend this. They skilfully question pupils around the subject they are reading about and know to check pupils understanding of words.
Reading also feeds our pupils imaginations and opens up a treasure-house of wonder and joy for their curious minds.
It is essential that all pupil’s by the end of their journey at Lord Blyton Primary School read fluently, and with confidence, in all subjects.
In our Early Years the staff promote reading as part of the Early Years Curriculum they offer to our youngest children in school. As well as following the children’s interests they promote reading in their environments. They work with parents to promote reading in a positive

Planning for Reading

English lessons are planned around different genre which always focus on reading texts.
Our topic work is taught through a creative curriculum which again incorporates relevant texts.
Phonics is planned daily for children in reception to year 2. In nursery phonics is introduced when professionals feel that the children are ready for it.
Children have the opportunities to participate in shared whole class reading, group and guided reading and individual one to one reading with professionals.
Reading is monitored by the Senior Leadership Team and the English co-ordinator. Monitoring includes observations of phonics lessons, guided reading, pupil voice meetings, observations of individual reading and books scrutiny focusing on the teaching and opportunites for reading. Evidence of these is found in the monitoring file.
Reading is given a high profile in all the work that we do. It is important that our pupils see it as a vital skill required for life.
Each class teacher has an English planning file which has the content of the reading curriculum.
We organise whole school initiatives in addition to individual class opportunities to teach reading. Photographs and examples of these can be seen on our website and our Facebook page. Some of these include:

  • World Book Day
  • Roald Dahl day
  • Author Visits-Most recently Guy Bass.
  • Frozen Day for EYFS and KS 1, focusing on children’s interests.
  • Homework projects in each year group from 2 to 6 that involve reading and research.
  • Whole class novels in KS 2 where the children have access to their own texts.
  • Robust home school reading scheme.
  • Systematic phonics teaching.

Interventions


We offer quality first teaching of reading at Lord Blyton but despite this some children may need additional support from time to time.
Our reading interventions are rigorous so that children are provided with the support that they need to make progress.
In nursery we run the REAL project. This is targeted at certain families but the planned activities involve all the children. This project works with families to raise attainment at an early age.
We offer BLAST to our children in reception. This is additional intervention targeted at children who we feel need some additional support.

Additional Phonics Intervention 

All children have quality first teaching of phonics but some children may be identified as requiring some additional teaching time to reinforce the teaching of phonics in the whole class. This intervention work is building on the teaching they have received in the class and is differentiated.
We offer BLAST 2 as children move through into year 1. There is also full time support in year 1. Each morning the children do differentiated phonics.
As the children move into year 2 we offer them additional phonics and a reading project called Project Code X. This is a phonic based reading intervention. It is offered 2 or 3 times a week to pupils additional to any other English lessons.
Children also participate in Project Code X in KS 2 if in a targeted group.
A level 3 Teaching assistant supports reading in Key Stage 2. Children are offered 1 to 1 sessions based on their needs assessed by the teacher. As they become confident decoding and reading support is offered to develop their comprehension skills.

Evidence of Reading

Early Years
2 year old offer

A wide range of texts available. ie flap books, textured books, fiction and non-fiction.
Books in all areas of nursery where appropriate.
Story time building on interests.
Library time to encourage families to share books together.
A range of print around the nursery. Display menus, written print.
Boo baskets and group sessions with family liason officer promoting communication and language.
Home school books including stories from home.

3 year old offer
Reception
Year 1

English planning linked to texts.
Daily phonics planning.
Guided reading records (Reading file)
Guided reading follow up tasks in guided reading book.
Role play are links to speaking and listening and texts and resources linked to texts read in class.
Home/school reading record books.
Reading intervention

Year 2

English planning linked to texts.
Daily phonics planning.
Guided reading records (Reading file)
Guided reading follow up tasks in guided reading book.
Home/school reading record books.
Reading intervention

Year 3 to Year 6

English planning linked to text.
Thorough teach of spelling, vocabulary, grammar and punctuation.
Guided reading records (Reading file)
Home/school reading record.
Reading phonic interventions.
Environments promote reading with access to wide range of texts.


How do we know that we are teaching reading well at Lord Blyton School?


At the end of the Early Years Foundation Stage in the summer of 2015 87% of the pupils had reached a Good Level of Development compared to 74% of children nationally.
All of the girls in the cohort, 100% of them had a Good Level of Development compared to 80% of girls nationally.
For the boys 75% had reached a Good Level of Development compared to 69% nationally.
Our FSM children(Free School Meals) also performed well compared to the national average. 86% had a Good Level of Development compared to 58% nationally.
For the majority of our children, 87% they are at age related expectations. For those who need some additional support these children are highlighted at our transition meetings between the teachers and intervention is planned in year 1. All our parents are informed by the teachers how their children are performing throughout the year. If they need to have an action plan to support their learning parents are asked to sign them.

National Phonics Testing in Year 1

Over the last three years we have seen a rising trend in the number of pupils attaining well in the phonics test. It has been a rising trend over the 3 years.
In 2015 79% of our pupils passed the test compared to 77% nationally.
100% of the girls passed the test compared to 81% nationally.
64% of the boys passed the test compared to 73% nationally.
This does show that some of the boys in this cohort did not pass the test but it is a complex year group and some pupils have additional needs.
Out of our FSM pupils 78% passed compared to 66% nationally.

National Testing at Key Stage 1

The reading results from the SATs(Standard Assessment Tests) again show that children at Lord Blyton School are achieving in line with age related expectations at the end of year 2.
90.5% of our pupils achieved level 2+. 90% in the national.
85.7% of our pupils achieved level 2B+, which is the age related expectation. 82% is the national.
42.9% achieved the higher level 3. 32% is the national.

Our girls results were as follows.
88.9% of pupils achieved a level 2+.
88.9% of pupils achieved a level 2B+.
44.4% achieved a level 3.

Our boys results were as follows.
91.2% of boys achieved a level 2+.
83.3% of boys achieved a level 2B+
41.7% achieved a level 3.

National Testing at the end of Key Stage 2

The reading results from the SATs(Standard Assessment Tests) again show that children at Lord Blyton School are achieving in line with age related expectations at the end of year 6.
86.6% achieve a level 4B+ , which is age related expectation.
66.7 achieved a level 5.
Our girls results were as follows.
100% of pupils achieved a level 4B+.
83.3% of pupils achieved a level 5+.
Our boys results were as follows.
77.8% of boys achieved a level 4B+.
55.6% of boys achieved a level 5+.

Progress in reading was outstanding across key stage 2 for these children.
100% of our pupils made expected progress in reading compared to 91% nationally and 87% of our pupils made more than expected progress compared to 33% nationally.

We are very proud of our achievements in reading and we work hard to promote it across the school.
 

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