Early Readers

• Systematic teaching of phonics using the DfE accredited Monster Phonics scheme (see Phonics page for more detail). 
• Decodable reading books in line with our phonics scheme. 
• Timely 'keep-up' phonics interventions. 
• Regular assessment which is tracked and weekly group reading assessment forms. 
• Parental support is provided for phonics teaching and for how to read with their child at home. 

High-quality texts

• High-quality texts are at the centre of our reading curriculum and are taken primarily from CLPE or the Reading Reconsidered Reading Spine. We use these for writing sessions, whole class reading sessions and during daily story time sessions. 
• Our English long term planning ensures that texts are carefully mapped across each class and there is a range of fiction, non-fiction and poetry included. 
• Texts are selected that reflect our wider school curriculum intent. We want children to read stories set in the UK and from around the world. 
• Each year, our English long term planning is reviewed and our texts are refreshed to include any new books that might have been published. Teachers have a love of reading that they share with the children and are given time and support to choose new texts. 
• Links across the curriculum are specifically noted on our long term planning to ensure that children are making wider connections in their reading. 

Reading for Pleasure 

• Daily story time sessions in every class with an additional song, rhyme or poem in EYFS and KS1. These sessions allow teachers to model prosody and share in a love of reading with the children.
• Each class has a Book Corner and a selection of topical books which are regularly refreshed and link to the topics that the children are learning about. These may include picture books, chapter books (Y2+), comics, newspapers, graphic novels, poetry and non-fiction texts. 
• In EYFS and KS1, through continuous provision, books are regularly used to support and enhance the different areas of learning. 
• We have dedicated reading areas around school to encourage reading at all times of the day. 
• We have created a dedicated Reading Shed so that the children can enjoy reading when outside. 
• Each year we have a 'Woodchester Literature Festival' where we celebrate reading and books across the week. Opportunities to meet and talk to authors are also incorporated throughout the year. We've worked on books such as 'The Tale of a Toothbrush: A Story of Plastic in Our Oceans' by M.G. Leonard, 'Moth' by Isabel Thomas and 'Interview with a Panda' by Andy Seed. 
• We have a KS2 'Breakfast with a Book' club where texts are shared, discussed and reviewed. Parents are also invited to join in with the club and share in a love of reading. 
• Drop Everything and Read Sessions are incorporated throughout the year.  
• We have a News Wall where the children scope out articles that have a geographical or historical focus and they bring them in to post on our wall. 

Reading books

• In EYFS and Year 1, children will have a decodable reader and a sharing book which is taken home to support reading for pleasure. The decodable reader will be shared with the children in school before being sent home. 
• Once children have a secure knowledge of phonics and can apply this consistently in their reading, they will select an age-appropriate text.
• Our school library has a range of high quality texts that are used for reading at home.
• Repeated reading of books is highly encouraged and parents are given information about how to read with their child. We expect decodable books to be read at least three times. 

Reading approaches

• We use a range of different reading approaches including group reading, whole class reading and 1-1 reading. Please see the Reading Provision documents for further information. 
• Opportunities to develop reading fluency, which includes shared and modelled reading, are developed across our reading curriculum. 
• VIPERS is used to improve children's comprehension of texts and the progression of this is outlined in our Reading Progression document.
• All adults are trained to support in the teaching of reading. 

Assessment 

• Children complete Star Assessment every half term and we use York Assessment of Reading for Comprehension (YARC).
• Reading assessments are recorded using our tracking system (Insight). 
• Teachers identify the lowest 20% of readers within their class and any additional children who are at risk of not making progress.  
• Timely interventions are put in place, such as same day 'keep up' phonics interventions and the Herts for Learning Reading Fluency intervention, and these are then monitored. 

	Ash Reading Provision	[pdf 314KB]
	Beech Reading Provision	[pdf 330KB]
	KS2 Reading Provision	[pdf 308KB]