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Reading

Reading at BHA 2019-2020.

Current situation:

  • Reading for pleasure is embedded at BHA as a key value.
  • Library is open every lunch time for pupils to visit and borrow books;
  • Pupils’ reading ages are assessed on entry in Y6 and annually throughout their time at BHA;
  • Lowest % of  pupils with Literacy difficulties and low reading ages follow a bespoke Reading Programme Fresh Start throughout Y6 delivered by trained TAs;
  • Development of reading skills throughout subject areas, especially with a focus on vocabulary and accessing the curriculum;
  • A % of students with low reading ages on entry follow the Lexia reading programme;
  • Y8 Reading Buddies work with Y6s who need help and support. This takes place in the library twice a week during the end of the day form time;
  • Adults listen to some pupils read during end of the day form time;
  • English department deliver CPD on reading strategies to whole staff.

How do we inspire pupils to read?

  • Booklists for each year group;
  • Shared novel in Y6 and Y7 and Y8 form times;
  • Vibrant library which is manned at lunch times;
  • Pupil librarians;
  • Y7 BookBuzz to support Y7 Catch Up and encourage a culture of reading;
  • Use of published authors talking about the writing process .e.g. Tom Palmer;
  • Summer Reading Bingo Challenge to all year groups and new intake;
  • Book Fairs during set weeks and with an evening for parents to be able attend;
  • 20 books for 2020 Reading Challenge through English classes;
  • World Book Day events;
  • National Poetry Day Events;
  • Staff bookshelf for sharing readers;
  • Teachers share their current reading with classes;
  • Relentless enthusiasm for reading.

How do we encourage pupils to read?

  • Lexia;
  • Use of ‘live lessons’ with published authors talking about their writing;
  • Sustained silent reading at the start of English lessons; teacher listens to children read;
  • Reading related home learning once a fortnight;
  • Vocabulary related homework once per fortnight;
  • Expectation that all pupils read at home every night and to someone at least 3 times a week – Journal log;
  • Reading Journal work in English;
  • Whole school approach – every pupil must have a  book with them at all times;
  • DEAR time during form time;
  • Kindle reading group CBa;
  • Reading Buddy Programme Y6;
  • Designated reading lesson every fortnight in English with access to the library.

How do we support word level for reading?

  • Vocabulary championed across the school
  • Word of the Week whole school level;
  • Word of the Week subject level;
  • Y6 Ninja Vocabulary;
  • PiXL subject specific word mats;
  • Staff CPD Vocabulary Instruction with practical strategies shared.

How do we identify reading barriers?

  • NFER test all Y6 pupils on entry in September;
  • WRAT test some pupils;
  • Implement  reading interventions:
  • Lexia;
  • 1:1 reading Programme with adult volunteers;
  • Reading Buddy Programme twice a week;
  • Kindle group (Y7);
  • CPD for whole staff re: reading;
  • Support for subject teachers – barriers explained, support provided;

Next Steps

  • Use curriculum redesign to promote and embed reading for progress;
  • Develop fiction reading during form time in all years;
  • Look to further develop reading provisions;
  • Develop parental links regarding reading;
  • Further develop staff engagement with reading for progress (CPD for teachers using academic reading/vocabulary) and reading for pleasure;
  • Find ways to inspire all pupils to read;
  • Termly prize for best library user. House points for tutor group who use the library most;
  • Reading for pleasure sponsored event in Spring Term;
  • Outside literacy shed built by S Banks and resources provided by English;
  • £200 worth of Nature books in The Potting Shed funded by ‘Daffodil Project’.
  • Alternating weekly home learning between a Reading Journal response and a vocabulary response for all year groups;
  • Increase community involvement with reading for pleasure.

MEJ/CBA October 2019.