Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure house of wonder and joy for curious young minds. (The National Curriculum)
Reading at Bolton
Subject Lead: Ruth Elstone (KS2) and Debbie Tinkler 'Reading lead' (KS1) (Both since September 2020)
Monitoring Governor: Lisa Wilson (Since September 2020)
The 2019 Y6 SATS results show 79% of our pupils reaching the expected standard or above and 50% at greater depth.
Ofsted January 2020 on Early Reading: ' Children learn letters and sounds quickly. Adults check the progress that children make through the well-planned phonics programme. They make the most of opportunities to link phonics to handwriting. Children read books that are well-matched to the sounds that they know... If children fall behind, they receive good support and catch up quickly. Adults are well-trained. By the end of Y1, nearly all pupils achieve the expected standard.'
We place great emphasis upon reading and provide the children with an interesting range of books and other reading materials. We want them to read fluently and with understanding so that reading becomes a real source of enjoyment and pleasure.
The school uses VIPERS to teach the six reading domains: Vocabulary, Inference, Prediction, Explanation, Retrieval, Summarise/ Sequence.
We encourage all our pupils to 'Strive for Five' home-reads.
We encourage and welcome support from home with fostering reading for pleasure and ask parents and pupils to use the logs provided when reading at home as a way of monitoring their reading. The school aims to regularly provide workshops and support sessions for parents to help with learning at home. Children are encouraged to read and share books with their peers and this includes poetry and non-fiction. We also have a bedtime reading basket for each of our classes to encourage reading for pleasure.
At Bolton Primary we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Nursery/Reception and follow the Little Wandle Letters and Sounds Revised, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.
As a result, all our children are able to tackle any unfamiliar words as they read. At Bolton, we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.
At Bolton, we value reading as a crucial life skill. By the time children leave us, they read confidently for meaning and regularly enjoy reading for pleasure. Our readers are equipped with the tools to tackle unfamiliar vocabulary. We encourage our children to see themselves as readers for both pleasure and purpose.
Because we believe teaching every child to read is so important, we have a Reading Leader who drives the early reading programme in our school. Debbie Tinkler is highly skilled at teaching phonics and reading, and they monitor and support our reading team, so everyone teaches with fidelity to the Little Wandle Letters and Sounds Revised programme.
Daily phonics lessons in Reception and Year 1
Daily Keep-up lessons ensure every child learns to read
Teaching reading: Reading practice sessions three times a week
Additional reading support for vulnerable children
Ensuring consistency and pace of progress
Ensuring reading for pleasure
‘Reading for pleasure is the single most important indicator of a child’s success.’ (OECD 2002)
We value reading for pleasure highly and work hard as a school to grow our Reading for Pleasure pedagogy.
We use Literacy Shed Plus and The Power of Reading resources. The children are familiar with the six reading domains taught through VIPERS – Vocabulary, Inference, Prediction, Explanation, Retrieval and Summarise (or Sequence KS1). The children are also taught about comprehension question types age-appropriately. Some children on Support Plans receive extra reading support and this is monitored.
We promote ‘Reading for Pleasure’ with vibrant displays, book recommendations/ reviews, author research and caring for the library/ library volunteers. We promote reading aloud, reciting, and performing of poetry and reading non-fiction.
Children below age-related standards in reading, receive regular intervention and support and will have a support plan in place that is shared with parents and carers and reviewed termly.
Assessment is used to monitor progress and to identify any child needing additional support as soon as they need it.
Ongoing assessment for catch-up
Teachers are competent and confident delivering this subject and keep up to date with current thinking and developments.
Pupils enjoy reading, in all Year groups, across a range of genres and all abilities succeed in reading lessons. Pupils use a range of strategies for decoding words, not solely relying on phonics. Pupils have a good knowledge of a range of authors and poets. Pupils are ready to read in any subject and ready for their next phase of learning. Our internal tracking shows good progress in reading and both progress and teaching and learning is regularly monitored by our governors.
Parents and carers have a good understanding of how they can support reading and home and contribute regularly to home-school records/logs. Reading achievement and progress is tracked and shows good improvement. Reading is at least in line with national averages and the percentage at greater depth shows an increase. There are no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged). Those that need support, receive support.
The impact of our English Curriculum on our children is clear: good progress, sustained learning and transferrable skills. We are confident that as children move on from Bolton to secondary education and learning, that their creativity, passion for English and high aspirations travel with them and continue to grow and develop as they do.
At Bolton, we create life-long readers who understand the world better.
Please see our English at Bolton document below for more information, including our policy, progression of skills and long term plans.