Appendix A Reading Guidance -Supporting pupils to read. The school has reviewed all its systems for supporting pupils to read independently. It is the school’s aim to have all readers having a detailed knowledge of basics for reading by 6 Years old, the key approach to decoding new words is systematic phonics that follows the “Letters and Sounds” phases. Whilst our pupils are excellent at learning phonics, much higher than national figures, it is really important that pupils continue to read throughout their school life. Parent/Guardian commitment: All pupils should read daily at home with an adult, older sibling or family member who can support the pupil understand new words. School commitment:

EYFS KS1 KS2

Reading 1:1 A weekly timetabled day

A weekly timetabled day

A weekly timetabled day

Reading 1:1 Up to 12 months behind progress or AREL

Three times a week Three times a week Three times a week

Reading more than 12 months behind progress or AREL

Daily Daily Daily

Reading in groups Normally heard at least three times per week (R only)

Normally heard at least three times per week

Normally heard at least three times per week

Reading lessons and sharing books

Daily Rolling programme normally half of all literacy lessons

Rolling programme normally half of all literacy lessons

Phonics teaching Daily Daily Group and 1:1

Spelling tests Weekly Weekly

Additional support waved

As required See programme

As required See programme

As required See programme

Environment Stimulating environment

Stimulating environment

Stimulating environment

Class books

All pupils will study a class book together

All pupils will study a class book together

All pupils will study a class book together

Silent reading

All pupils will have a minimum of 3-5 (5 min)periods of silent reading to begin to build up reading stamina-by the Summer of their term (R only)

All pupils will have a minimum of 3-5 (8-10 min)periods of silent reading to begin to build up reading stamina

All pupils will have a minimum of 3-5 (10-15 min)periods of silent reading to begin to build up reading stamina-this may include PC “Bug club” work

Comprehension Children will complete at least 1 independent comprehension exercise per week

Children will complete at least 1 independent comprehension exercise per week

Changing reading books:

EYFS KS1 KS2

Routines A weekly timetabled

day of book changing

A weekly timetabled

day of book changing

A weekly timetabled

day of book changing

Library One book taken Weekly

One book taken Weekly

One book taken Weekly

Reading Books in Bags

Normally one book taken

Normally one book taken but extra when pupils are more fluent

Two books taken one + reserve *see stage guidance

Keystage 2: Additional guidance How often should books change? How many pages do you read per night?

Expectation How many

pages per

night read

Stage 8-10 Three books read per week

Pupils should choose the next book to read from the

stage independently

6-10

Stage 11-13 Two books read per week

Pupils should choose the next book to read from the

stage independently

6-20

Stage 14-16 One book per fortnight 15+

Notes- on books- reading guidance: **It is really IMPORTANT that on given book change days pupils bring in their books-in the event of two consecutive occasions of forgetting reading books, parents will be contacted to support and remind pupils. **As pupils get older their speed and reading fluency improves, this means that additional books will be finished in between reading book change days; pupils are encouraged to “self-select” the next book from the reading scheme at the right band and read this additional book Additional work in phonics and keywords:

EYFS KS1 KS2

Phonics Children will have weekly phonics practice and this will begin to include the keywords to learn

Children will have

weekly phonics

practice and this will

include the keywords

to learn for their Year

group as part of their

spelling tests

Children missing the

screening retest in

Y2 will be supported

with nightly phonic

practice and daily 5-

10min support

keywords spellings given weekly

spellings Weekly

All spellings given will relate directly to the National curriculum revised September 2014, this provides a very detailed and specific programme of learning key words and spellings. Progress attainment and expectations guide for parents:

EYFS Y1 Y2 Y3 Y4 Y5 Y6

Expected progress

Age in months progress

3pts by exit

3pts by exit

3 pts by exit

3 pts by exit

3 pts by exit

3 pts by exit

Exceeding expected Progress

More than age in months progress

=>4pts =>4pts =>4pts =>4pts =>4pts =>4pts

National levels

40-60 Mid by end of REC

1EXP by exit

2EXP by exit

3EXP by exit

4EXP by exit

5EXP by exit

6EXP by exit

*1Point Pts is equivalent to one term’s progress

Section 3: Guidance for Staff and Parents on how we assess: Assessment in reading-how we assess Whilst it is clear a judgment in reading is often difficult, due to the many facets of reading, the school follows a precise sequential process for judging reading levels

Keywords Phonics Comprehension Fluency

Pupils ability to read and spell high and medium frequency words most commonly used

Ability to effectively decode new words and break down words into component phonic parts and then blend back-whilst applying

Ability to effectively interpret text and answer subsequent comprehension based questions against the key assessment foci Language, layout fiction and nonfiction

Ability to decode and read with fluency and expression both 1:1. Group, silently and at to perform

Summative Assessment

Keyword check 1:1 Phonic check 1:1 Test based comprehension using ORT and optional tests

Cloze procedure and specific reading tests Schonell and Salford

Evidence Base Used

Running records and assertive mentoring checks

Running records and assertive mentoring checks

Formal termly assessments and interim assessments

Running records and assertive mentoring checks

Formative assessment

On-going check on keywords, spelling in books, application and check-ups, words sent home

Performance 1:1, groups and whole class. Application in writing, reading and speaking and listening

Performance 1:1, groups and whole class.

Performance 1:1, groups and whole class.

Evidence Base

Observations Forma/Drop in Pupil Discussions Running records Reading records Learning journeys Spelling Books-Quality of environments and

Observations Forma/Drop in Pupil Discussions Running records Reading records Learning journeys Quality of environments

Observations Forma/Drop in Pupil Discussions Cloze-exceptional Reading records Pupils literacy Books Learning journeys promotion of reading

Observations Forma/Drop in Pupil Discussions Running records Reading records Pupils literacy Books Learning journey- promotion of reading

Reading routines

All classes/cohorts should have a collection of book banded books available for free

choice.

All pupils on the reading scheme pre stage 16 should be heard at least once per

week, this should be staged so that you are hearing the end of the book, allowing

time for questions, AF focused questions.

Exiting the reading scheme (normally Y4-6)

Pupils should aim to finish books 100 page + fortnightly using the

Dangerous Book Club for Boys! Fantastic books for Girls! Non-fiction collection in Y5-6

These pupils should be heard fortnightly and complete a book review or associated

activity e.g. character profile on completion

Parental expectations All pupils should read EVERY night parents should sign that their child has read at least 3 times per week. Reading in lessons Group

Guided Reciprocal Reading 3 times per week

Heard read by an adult in school. SA Target/SEND/slow progress: Daily behind

progress level or attainment: 3 times per week

Class novels should be read with children 10-15min 2 x a week

Silent reading/ quiet reading 5-15 minutes daily

Literacy lessons focusing on key reading skills 6-8 weeks per term.

All pupils making slow reading progress on more than one sublevel below their

attainment level should be heard read 3 times per week, at least once by the class

teacher

Targeted pupils should be heard reading daily

TA comments and feedback should be phonic/skill/fluency based and all

comprehension should be checked

Use ORT examples/guided sheets to support

Guidance on written comments in reading records Effort and attitude Skill based Next step

“Read pages 6-12, brilliant effort reading at home, difficulty explaining characters- read carefully character descriptions. “

Resources/classroom Minimum expectations per class

A bookshelf containing clean, tidy, colourful books

A collection of fiction and non-fiction books

A collection of book banded books pupils can ‘choose’ from to read in class and/or

take home

Enough dictionaries, atlases and thesaurus for one between two

A collection of poetry and poems anthologies

A chart or display showing reading routines

Book review performances available

A collection of high interest low vocabulary readers specifically for the less able

Listening stations KS1/EYFS collection of books/CDs Assessment Assessment should follow the key guidance (Appendix 1) notes should be held on progress and attainment records of guided/reciprocal reading should be available on request. Records The teacher should have a record weekly of who has read their frequency of reading and number of books Assertive mentoring Pupils within the reading scheme should be assessed at least half termly, using a model based on a selection of pupils being assessed at weeks 4-5-6 of each half term Reading ages Checked termly using Salford reading test Optional tests should be used to complement assertive mentoring at the end of each term. Pupil’s responses to comprehension Pupils need practice responding to comprehension questions and should be able to use the P.E.E. system – see attached guidance when responding to reading. Pupils need time to work independently and respond to comprehension questions – especially higher order comprehension questions; this should involve a minimum of once a week independent comprehension activities, normally with the literacy hour, when reading or within Basic skills if literacy is writing focused. Pupils should be encouraged throughout the school to respond verbally to comprehension questions in detail, providing justification for their choices.

Assertive mentoring meetings These should explain to the child

Where they are

Where they need to get

Steps needed in getting there

Reciprocal/Guided Reading These sessions are the bedrock for assessing pupils when not working 1:1 – targeted questions and high order responses should be used to target pupils. Phonics/Keywords The expectation is that 90% + of pupils will complete their phonic screening at the right level by the time pupils leave Y2. Phonic teaching at phase 6 will continue throughout Year 3. Specific wave 2 intervention begins in the EYFS and targeted 1:1 continues thereafter. Pupils are screened termly until they have met the required phonic level and daily support (5 min.) should be in place for all pupils not attaining the correct level. Pupils are checked on keywords regularly within assertive mentoring and they should be continually tested and used until 95% of keywords are known and can be spelt correctly.