Compton C.E. Primary School

At Compton C of E Primary we aim for our children to be life-long independent motivated readers, by the time they leave us they are able to:

• Read easily, fluently and with good understanding.
•  Develop the habit of reading widely and often, for both pleasure and information.
•  Having acquired a wide vocabulary, which has been both actively and systematically built on during their time at our school.
• Make links between known and new vocabulary and discuss the shades of meaning in similar words.
• Understand the meaning of words they meet in their reading across all subjects.
• Show an understanding of grammar and knowledge of linguistic conventions.
•  Appreciate our rich and varied literary heritage.
• Use discussion in order to learn; being able to elaborate and explain clearly their understanding and ideas.

• Building on the strong foundations of RWI phonics programme as outlined in our phonics session , from  yr2 we use  a daily whole class reading session

• What reading looks like in lessons:​

• Lessons based around teaching all 7 skills of reading 
• Clarifying (word level)
• Retrieving
• Summarising
• Inferencing
• Predicting
• Clarifying (text level)
• Word choice
• Comparing
• Inclusion -Disadvantaged children and those with SEND are given full access to the curriculum.
•  Teachers use a range of strategies to enable all children to become successful readers including:
• LSA led interventions (small group, and one to one)
• Texts available in different format (Large print/Online/Dyslexia friendly)
• Guided group work with teacher/LSA
• A wide range of high quality texts used
• English long term units based on high quality text spine
• A wide range of genres and authors taught
• What reading looks like outside of lessons:​
• Class libraries used regularly and frequently  refreshed.
• Weekly school library visits
• Author visits and workshops
• Our children are given opportunities to read to their peers across the school, read aloud to the class, or individually.
• 1:1 reading session with volunteers
• Reading ambassador reading activities and events.
• Oracy homework presenting on books children have read
• Teacher-led interventions (to provide extra support for that day’s reading teaching if appropriate)
• LSA-led interventions (10-minute, 1-2-1 afternoon sessions)
• Whole school book days
• Regular staff training
• “Class books” - teacher regularly reads to the class
• We individualise/target higher order questioning for pupils, particularly to support our lowest 20%.
• We ensure children meet texts at their level in reading and being questioned to develop from their starting points and helping to ensure they meet the demands of the national curriculum.
• In addition to the daily whole class reading sessions and RWI  phonics children are encouraged to read their own texts for reading for pleasure ,our active class libraries are at the heart of this. This is  where children are exposed to a carefully selected range of books and genres of both classic , modern and diverse authors.
•  Reading is at the heart of  our writing, our writing medium term plans have reading to aid the writing as a key part,  the writing is based on a quality reading spine, we use whole class reading in English session to help children immerse themselves to the text type and purpose.     

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• Pupils are learning to decode and encode quickly and successfully thereby providing a firm foundation for further learning.
• From yr2 our children build on their successes from EYFS and yr1 with a secure phonics knowledge to ensure they are fluent readers with a good basis of comprehension by the end of Key Stage 1.  This means children have met the demands of the reading national curriculum and enables them to be ready to take on the demands of the key stage 2 reading curriculum.
• Formative assessment​
• Verbal feedback – the vast majority of feedback is in conversation with the pupil, allowing misconceptions to be spotted and effectively addressed at an early stage.
• Written responses either in whole class teaching or follow up sessions.

•  A reading  tracker based on National Curriculum objectives is used to inform teachers and leaders of the skills and knowledge the pupils have achieved or need to improve further.

  Summative assessment​

• Yea groups 1, 3, 4 and 5 use NFER tests every term to help inform teacher assessment.
• Year groups 2 and 6 use SATs papers every term to help inform teacher assessment.
• School improvement leaders closely monitor all pupil’s and hold individual termly meetings with all teachers to assess every individual child’s learning needs and progress.