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.