Reading At Mylor Bridge

At Mylor Bridge School, we LOVE reading.
The 6 Areas of Reading at
Mylor Bridge School are: 
 
Prioritise Reading
 
Reading is a school priority within our School Development Plan. School leaders and governors recognise that reading is a skill that gives children access to the rest of the curriculum and to life-long learning. We ensure training and monitoring of reading is in place and it is regularly reviewed. The systematic, synthetic phonics programme of Letters and Sounds is delivered daily to EYFS and KS1, and is also used as intervention for those children in KS2 who have been assessed as having gaps in their phonic Knowledge.   KS2 children have whole class guided reading sessions with Vipers being applied as the main structure for questions. The whole school use the principles of Talk for Writing. 
 
Love of Reading
Staff and children are passionate about reading. Staff share their favourite children’s books with the children. Teachers read to their classes at the end of every day. The children are able to vote on the whole class book of choice.
The school library is regularly restocked and children are consulted on the selection of new reading books.
Children have the daily opportunity to spend time quietly reading independently or 1:1 with a member of staff/trained volunteer. This enables our learners to be fully engaged with their books.
Individual children are presented with awards in our weekly Celebration Assembly (inc. through lockdown and Zoom assemblies). 

 Programme and Progress
Letters and Sounds is a programme where children learn the English alphabetic code: first they learn one way to read the 40+ sounds and blend these sounds into words, then learn to read the same sounds with alternative graphemes. They experience ‘tricky’ words and, as children re-read the stories, their fluency increases. Along with a thought-provoking introduction, prompts for thinking out loud and discussion, children are helped to read with a storyteller’s voice. Progress is regularly monitored through teacher assessments, termly data reviews and through the formal testing of SATs. Those children who are not making expected progress are identified and daily 1:1 intervention/sessions are put in place to ensure they make better progress.
 
Books Match Sounds
Through careful planning and organisation,  children are given books that match the sounds that they have been taught. Children are then able to read with confidence and practice the sounds at home. With the help of the parents, the school has raised money to update the KS1 reading scheme to ensure each book is matched with the phase  at which each child is studying.  Once children are assessed as coming off the programme, teachers and support staff regularly update children’s reading books to ensure they are still able to fluently read their home. In KS2, Accelerated Reader  is used very successfully in order to continue pupils' engagement and enjoyment of reading. 

Phonics from the Start
Our children learn phonics from the day they start at school and their skills are built up in a sequence daily. Our results both in the Phonics Screening Check and later in in KS2, clearly show that children leave at the end of Year 6 with good reading skills and are able to then access the work when they move on to KS3 at secondary school.

Catch-up Quickly
Within the National Curriculum, it states ‘If children by the end of Year 1 are still struggling to decode and spell need to be taught to do this urgently through a rigorous and systematic phonics programme so they catch up rapidly. Those children who are assessed as being in the lowest 20% of each year group, receive catch-up interventions in the afternoons. The English Subject Lead also monitors the reading progress of these children with a half-termly 'Reading Blitz'. 



Our Reading Intent Statement
 
 

Whole School Approach to Teaching Reading

 

Key Stage One

Intent: early proficient readers as soon as possible. To have a love read of reading and to confidently read a variety of texts with understanding for both pleasure and information.

Implementation:

Teaching the mastery of the basic skills of reading by:

  • Daily structured phonics groups using Twinkl Planet; a progressive scheme of work based on Letters and Sounds
  • Reading scheme books aligned to Letters and Sounds and phonic phases
  • Replenished reading books for children in the Infants matched to phonic phases
  • EYFS and KS1 split into 5 groups and taught in vertical groupings daily
  • Phonics 1:1 intervention every afternoon to address gaps in phonic knowledge
  • Relevant and meaningful opportunities to apply phonics knowledge and reading skills in EYFS and across the curriculum in Years 1 and 2
  • Engagement with parents through reading certificates, reading records, tapestry, newsletters, conversations and book reading related events. To trial Reading Cafes when Covid restrictions allow.
  • Guidance and clear expectations to parents about reading at home. Also available on the website.
  • Embedding a true love of reading with daily opportunities to practise and listen to stories.
  • Reading books changed daily. Infrequent home readers identified and addressed through intervention
  • High prior attainment children in Y2 to access Accelerated Reader
  • Use of VIPERS questioning techniques to develop comprehension skills. All staff and reading helpers use VIPERS sentence stem support cards to aid their questioning.
 

Key Stage Two

Intent: to have a love read of reading and to confidently read a variety of texts with understanding for both pleasure and information.

Implementation:

  • Daily reading practise to develop good reading habits and stamina in reading
  • Regular diary checks by TA’s to help monitor reading and establish good reading habits
  • Guidance and clear expectations to parents about reading at home available both on the website and sent home
  • The importance of reading highlighted through newsletters, displays, reading events; assemblies, author visits, World Book Day, book fairs, sponsored reads. To trial Reading Cafes when Covid restrictions allow.
  • Daily ‘Story Time’, which includes sharing a variety of genres. Opportunities for teachers and TA’s to model good reading.
  • VIPERS questioning techniques to develop verbal and written comprehension skills. All staff and reading helpers use VIPERS sentence stem support card to aid their questioning.
  • Use of Accelerated Reader to monitor closely the frequency and progress in reading. Weekly AR certificates in assembly. Teachers and TA’s to hear struggling readers daily.
  • English lessons – a commitment to using high quality mixed genre texts as a foundation for teaching both reading and writing skills

 

 

Recommended Reading Lists... 
We love for our children to read a variety of texts - for recommended reading lists for your child - please see the parent section of our website.