Reading at Hucklow
Whole School Vision
At Hucklow Primary School we aim for children to become independent and confident readers with a lifelong love of reading. We aim to ensure that all children access an enriched curriculum which allows them to start reading early as we believe that we learn to read and then we read to learn.
We ensure that all children have equal access to the curriculum, regardless of gender, race, religion or ability. Children with specific reading, speech and language or hearing difficulties will be identified and supported through support programmes in school and external help provided where necessary.
We invest in high quality reading books, Accelerated Reader to accelerate progress for children and regular reading activities and events which strongly promote our love for reading at Hucklow.
All children engage in specific high quality reading sessions; these follow a progressive structure beginning in FS2. Children may be grouped according to their reading ability and these groups are fluid and responsive to children’s needs and varying rates of progress. Guided reading books are targeted at an instructional reading level and children take home independent reading books.
Additionally, we acknowledge that the acquisition of reading skills needs high quality phonics teaching at the heart, which is taught daily from FS – Y2.
Benchmarking and robust assessment strategies take place half termly to ensure texts are matched accurately to the children’s needs and abilities.
Across the school children have access to a number of reading strategies and opportunities:
1. Individual reading
2. Shared reading/Book Study
3. Guided reading
4. Reading across the curriculum
5. Independent reading
6. Reading at home
In addition, all children listen to stories being read aloud on a daily basis.
FS2/KS1 – Features of effective practice at Hucklow
1. Fast paced and rigorous teaching of phonics using Letters and Sounds. Pupils are grouped according to ability and each session follows the Hucklow four-part structure.
2. Daily and effective use of formative assessment during reading sessions to ensure teaching is pitched appropriately for children’s understanding and any necessary interventions are put in place quickly and effectively.
3. Each year group aims for children to make expected progress over the year and we accelerate children’s progress in order to narrow and close the gaps. We aim for children to reach the expected standard by the end of Year 2 and some to be working at greater depth.
4. Reading areas are used daily by the children to enjoy quality texts that match their interests.
5. 1:1 reading is predominant in FS2 and Year 1 and then provided for targeted children in Year 2. Year 2 teach through alternate blocks of Guided Reading and Book Study.
6. We use reading planners to build on home/school links and partnership. Parents sign and date when their child has read and use the planner to record any comments. We run a reading incentive to encourage children to read more regularly at home.
7. Assessment is completed through the use of Rising Stars and PM benchmarking every half term.
8. Whole school and Phase training for Teachers and TAs to ensure confidence in the delivery of teaching reading.
KS2 – Features of effective practice at Hucklow
1. KS2 teach through a mixture of Guided Reading and Book study sessions. Content domains are taught in the Book Study sessions, building up to children accessing more than one content domain per session.
2. Targeted interventions for children highlighted during pupil progress meetings (Switch on Reading, FFT, Holistic Reading).
3. Accelerated Reader is used in Year 5/6 to accelerate progress.
4. Each year group aims for children to make expected progress over the year and we accelerate children’s progress in order to narrow and close the gaps. We aim for children to reach the expected standard by the end of Year 6 and some to be working at greater depth.
5. A focus on developing understanding in reading in both literal and inferential comprehension.
6. Regular tracking of reading levels using Rising Stars, PM benchmarking and Accelerated Reader.
7. Phase training for Teachers and TAs to ensure confidence in the delivery of teaching reading.
8. We have a strong link with Firth Park Library and children visit the library weekly.
Whole school – effectiveness of reading strategies
At Hucklow we enjoy whole school book celebrations and we highlight authors and poems through our half termly focus on an author and poet. The children take part in half termly reading competitions linked to this and receive half termly prizes.
We promote Hucklow Reads! as our home reading incentive. As children read 50 or 100 times they receive a reading prize and certificate to celebrate their reading.
We work closely with our local library to help encourage our children’s love for reading and to give children access to a wide range of books/texts.
We take part in the Sheffield Book Awards each year and children participate in the awards ceremony.
Author visits to school help develop our reading rich environment and encourage children to read new books.
Leadership and Monitoring of Reading
Monitoring the teaching and learning of reading takes places in a number of ways:
1. Observations of Guided Reading and Book study.
2. Half termly Learning Walks to ensure that reading is given a high profile in classrooms (displays, books, book corners).
3. Half termly tracking of all children by subject lead.
4. Half termly book scrutiny to ensure reading activities are purposeful and accurately matched to the children’s abilities and needs.
5. Monitoring of record keeping by subject lead.
Each Key Stage has 100 key texts that they can choose to read during their reading curriculum.
Key Stage 1 Key Texts
Year 3 and 4 Key Texts
Year 5 and 6 Key Texts