We intend to provide a broad and rich reading curriculum, which addresses the needs of our Collis pupils, prepares children to engage in a complex multi-sectional world, ignites a love of reading and ensures high attainment and progress for all. We have a well-structured reading progression with defined end-points that we expect our pupils to achieve. Teacher planning, assessment and interventions hinge on this progression (alongside termly summative reading assessments). This ensures that teachers understand pupils’ prior knowledge (e.g. of vocabulary), their next steps, build connections and revisit the seven key reading skills which allow them to achieve greater levels of comprehension. We believe in the importance of planning backwards from end points in reading and writing to ensure a coherent progression of learning – from WAGOLLs in writing and from ‘big questions’ in reading.
The importance of reading cannot be underestimated – for children’s grammar and vocabulary development, for their knowledge and understanding of the world and the relationships that form our lives, for their imagination, for children’s overall educational attainment, for their personal development and as a fundamental skill that undermines all other aspects of their life-long learning. We have a clear, shared vision here at Collis about the importance of reading for our pupils and school community. There is a growing body of evidence which illustrates the importance of reading for pleasure for both educational purposes as well as personal development (cited in Clark and Rumbold, 2006).
Our fundamental principles are:
- rooting teaching and learning in quality texts;
- the importance of exploring with our pupils the diversity of British society and the acceptance of difference;
- promoting a love of reading;
- teaching a successful programme of systematic synthetic phonics (Essential Letters and Sounds) with ‘keep up’ and ‘catch up’ interventions until all pupils’ ‘crack the phonics code’;
- using a well-structured reading progression;
- creating a phonics and reading curriculum designed for pupils with SEND, EAL and disadvantage;
- developing cultural capital.
Rooting teaching and learning in quality texts:
Quality written and visual (film, picture and graphic) texts are the basis of our English and wider curriculum. Our English writing units are grounded within these texts, which provide models of grammar, vocabulary and wider composition and provide inspiration for writing.
The importance of exploring with our pupils the diversity of British society and the acceptance of difference:
Each year group has a focused author, illustrator or poet, whose texts they study through writing units, Guided Reading and whole class texts. These chosen authors demonstrate one of our fundamental principles – the value of diversity in our British society and the importance of exploring with our pupils here in Teddington religious, ethnic, linguistic diversity, gender equality and the acceptance of difference. Alongside this, we have written literature lists for each year group which define the texts that we commit to exposing our pupils to during their time at Collis. This defines a canon of literature which models disability and neurodiversity; homophobia and difference; gender diversity and equality; different family structures and relationships; appropriate BAME, class and multi-cultural representations; issues around environmentalism and nature; mental health, bereavement and emotions; religious and other PSHE themes; and topic based texts. Both of these strategies work to develop pupils’ cultural capital.
Promoting a love of reading:
We work to promote a love of reading for all pupils through our use of book corners, displays, guided reading pedagogy, inspiring writing units of work, choice of texts, whole class texts and additional interventions such as daily one-to-one reading and reciprocal reading groups. In addition, we understand the importance of engaging parents and the wider community in reading through our parent reading and phonics workshops, our after school parent-child book clubs, our trips, visits and reading celebrations. We invest significant funds in updating our book corners to showcase texts from our literature lists and embed the exploration of these texts alongside library visits into our Guided Reading overview. Furthermore, all pupils have access to a high-quality KS1 and KS2 library which they visit both within class time and during their lunchtimes.
Teaching a successful programme of systematic synthetic phonics (Essential Letters and Sounds) with ‘keep up’ and ‘catch up’ interventions until all pupils’ ‘crack the phonics code’:
A successful programme of systematic synthetic phonics – Essential Letters and Sounds (ELS) - grounds our EYFS and Year 1 teaching and continues throughout the school as teachers continue to model segmenting and blending and those pupils who have not yet ‘cracked the code’ continue to receive phonics interventions. Our staff have good subject knowledge and pedagogical understanding (developed through inset training, modelling, team teaching, coaching and observations).
Using a well-structured reading progression:
Our well-structured reading progression with defined end-points supports teacher planning, assessment and interventions. Teachers understand pupils’ prior knowledge (e.g. of vocabulary or their reading skills and strategies) and pupils’ next steps. Teachers build connections when planning and revisit the seven key reading skills which allow pupils to achieve greater levels of comprehension. We plan backwards from end points in reading and writing to ensure a coherent progression of learning – from WAGOLLs in writing and from ‘big questions’ in reading. Each year group has the opportunity to co-plan units of work with our English lead teachers. In addition, all classes have a guided reading overview that allows us to plan and monitor the progression in texts, reading skills and vocabulary across the year.
Creating a phonics and reading curriculum designed for pupils with SEND, EAL and disadvantage and developing cultural capital:
We achieve this in a number of ways: small group guided reading and additional 1:1 reading allow us to better target these pupils; ‘keep up’ interventions prevent any gaps in knowledge or skills developing and address these gaps as soon as they appear; pupils take home a ‘choosing book’ at a higher level to develop vocabulary; and teachers use sematic mapping of Tier 2 words to develop vocabulary and connections.
All pupils access a broad and rich reading curriculum which addresses their needs, prepares them to engage in a complex multi-sectional world, ignites a love of reading and ensures high attainment and progress for all. Our pupils make excellent progress and achieve highly. We meaningfully close the gaps for our SEND, EAL, disadvantaged pupils and any pupils who might be struggling with their learning through good quality first teaching and successful interventions. Our pupils are immersed in reading throughout their curriculum and enjoy reading and texts.
Book Clubs 2022