How do we prioritise reading?

1. How do we prioritise reading?
 
 
    • Our classrooms and indoor spaces show that reading is of the upmost importance in our school. Each classroom has an appealing, vibrant and engaging book corner with a wide variety of fiction, non-fiction and poetry books that are reviewed and changed regularly by the class teachers.
    • We understand that giving the teaching of reading enough time and emphasis is fundamental to our school's improvement in reading. 
    • We have established a 'read aloud' programme in all classes and vary the choice of books that we offer the children. We endeavour to ensure that we are exposing children to a wide range of high-quality fiction and non-fiction texts to appeal to both our boys and girls. Teachers also read a poem a day to expose the children to rich vocabulary through the metaphors and imagery that poems provide. 
    • We regularly celebrate reading achievement and effort in whole-school assemblies through the use of certificates.
    • We quickly identify our struggling readers in each cohort and ensure they read daily to an adult within school. 
    • We endeavour to ensure that we introduce our cross-curricular topics through literature wherever appropriate. 
    • We use Pie Corbett's Storytelling approach in our Literacy lessons.
    • Our library reflects a priority for reading. Each class has a timetabled slot in the library. We have introduced 'library monitors' who are responsible for promoting authors and books, as well as ensuring that books are returned and displayed in the appropriate sections. 
    • Our 'Early Bird Club' ensures that children who are falling behind are quickly identified and provided with quality support. These children are assessed regularly and the curriculum lead for English ensures that these children are making progress.
    • Daily synthetic phonics is a priority in our Foundation Stage and Key Stage One classes and never missed!
    • The Curriculum lead for English regularly reviews and purchases new books for the school library and each classroom. 
    • All staff have received training in Reading and Phonics  by Dandelion Learning. Staff that were not so familiar with phonics teaching received training from our trust. 
    • We gain pupil voice through pupil conferencing and reading questionnaires with all of our pupils.
    • We ensure all staff are trained in reading and phonics and are quick to ensure that new staff have the skills and knowledge to support the teaching and learning of phonics and reading.
    • Over the year we hold several different reading events – a book swap, sponsored read, World book day celebrations, book fairs and book review competitions.
    • We have two main reading incentives: In Key Stage One, we use the 'reading karate' initiative which gives children the chance to earn coloured wristbands (in the karate colours) if they read regularly at home. The more frequently they practise their reading skills, the more wristbands they earn! In Key Stage Two, our children take part in a 'reading raffle'. Every time the children read at home, they receive a ticket to put in the reading raffle box. Each term, a winner is selected at random to receive a much-anticipated prize, such as an Amazon voucher to spend on their chosen books. 
    • All of our children are expected to read at home every day.
    • The progression of reading skills has been agreed by teachers and, to ensure a consistent approach, the school has adopted Reading Vipers as a questioning/assessment tool.
    • Our reading priorities have been highlighted to parents, governors, all staff and pupils.