Reading Statement of Best Practice - Aston Lodge Primary School
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Reading Statement of Best Practice 2020/21
Reading Statement of Best
Practice
“A reader lives a thousand lives before he dies . . . The man who never
reads lives only one.” – George R.R. Martin
Member of staff responsible Bethany Tims
Document approved September 2020Reading Statement of Best Practice 2020/21
Specific Aims
‘We shouldn’t teach great books, we should teach a great love of reading’ – B.F.
Skinner
To enable children to:
• Develop positive attitudes to reading that ensure reading is an enjoyable and
meaningful experience
• Instil children with a love of reading that lasts their lifetime, share with them an
enthusiasm for children’s literature and help children to recognise the value of reading
as a life skill
• Encourage children to become enthusiastic and reflective readers by introducing them
to high quality texts from a variety of cultures and in a range of different styles and
formats
• Use reading as a fundamental part of all curriculum planning and development
• Develop a range of reading strategies that allow children to tackle reading problems
and the wider curriculum with confidence
• Read and respond to a variety of texts whilst developing an increased level of fluency
and independence.
• Develop children’s reading with an integrated program of writing, speaking, listening
and drama
Entitlement
Reading is a fundamental part of the learning experience at Aston Lodge and the pupils are
given a variety of reading opportunities, including:
• Assembly – key stage reading linked to aspects of SMSC and Fundamental British
Values
• Whole class reading
• Early reading – phonics taught daily
• Regular independent reading
• 1:1 targeted reading
• Home/school reading
• Hearing texts read aloud on a regular basis
• Weekly guided reading
• Timetabled allocations for use of the school library
• Half termly visits to the local community library
• Cross curricular reading
Much of the programme of study is taught through daily English lessons and guided reading
sessions. There is time set aside for independent reading, targeted reading interventions along
with using the library, listening to whole class stories and research linked to other curriculum
areas.
Teaching and LearningReading Statement of Best Practice 2020/21
Phonics – Intent
High-quality phonic teaching secures the crucial skills of word recognition that, once
mastered, enable children to read fluently and automatically. Once children are fluent
readers, they are able to concentrate on the meaning of the text.
The ‘simple view of reading’ shows that both dimensions are necessary to achieve fluent
reading. However, the balance between word recognition and language comprehension
shifts as children acquire secure and automatic decoding skills and progress from ‘learning
to read’ to ‘reading to learn’ for purpose and pleasure. The ultimate goal of learning to
read is comprehension.
As children develop knowledge of graphemes and their phoneme correspondences they
are able to segment words and apply their phonic knowledge to encode to spell with
increasing confidence and accuracy.
Implementation
Our phonics planning:
• It is time-limited, such that the vast majority of children should be confident readers by
the end of Key Stage 1. Most children consolidate phonic skills in the Foundation
Stage and Key Stage 1. We use Read Write Inc as our Phonics scheme.
• It follows a planned programme, building on previous learning to secure progress.
• It is taught daily in the morning when children are fresh.
• It reinforces and applies acquired phonic knowledge and skills as children progress
through their phonics learning.
• It ensures children progress in developing and applying their phonic knowledge by
assessment, targeted planning and intervention as required.
• It is differentiated to provide for the needs of all children.
Daily Sessions are around 20 -30 minutes long. Class Teachers will set up high quality
Phonics Folders for each set which are quality assured by the Phonics Champion termly.
Classroom environments will reflect current teaching and support learning.
Age related expectations at Aston Lodge
Although the three-set structure provides a useful map from which to plan children’s progress,
the boundaries between the phases should not be regarded as fixed. Guided by reliable
assessments of children’s developing knowledge and skills, practitioners and teachers will
need to judge the rate at which their children are able to progress through the sets and adapt
the pace accordingly. As with much else in the early years, some children will be capable of,
and benefit from, learning at a faster pace than their peers whereas others may need more
time and support to secure their learning. Pupils are assessed and then grouped into the
appropriate sets for their understanding. Phonics lessons are delivered at the same time
across the sets so groups can be fluid and pupils to change groups where appropriate.Reading Statement of Best Practice 2020/21
Nursery
In Nursery, children enjoy learning Nursery Rhymes and Voice Play songs. Rhymes sensitise
a child to the individual units of sound that make up a word. The rhythms present in Nursery
Rhymes help children to remember the words, exercising their auditory memory skills. In line
with the rest of the school, we follow the Read Write Inc Programme. However, before the
children begin learning their letter names, we start with ‘Letters and Sounds’ in Phase One.
Phase One activities are arranged under the following seven aspects.
• Aspect 1: General sound discrimination – environmental sounds
• Aspect 2: General sound discrimination – instrumental sounds
• Aspect 3: General sound discrimination – body percussion
• Aspect 4: Rhythm and rhyme
• Aspect 5: Alliteration
• Aspect 6: Voice sounds
• Aspect 7: Oral blending and segmenting
Each aspect is divided into three strands.
• Tuning into sounds (auditory discrimination)
• Listening and remembering sounds (auditory memory and sequencing)
• Talking about sounds (developing vocabulary and language comprehension).
In addition to Letters and Sounds, we follow the ‘Read Write Inc’ scheme. Letter sounds are
taught in a specific order (not alphabetically) through the use of visual, auditory and
kinaesthetic learning. If children are ready, they will move on to Set 1 of Read Write Inc.
Reception
Children continue to use the Read Write Inc phonics scheme. Children begin to use interactive
ICT resources to practise phonics skills (e.g. Phonics Bug, Phonics Play, Reading Eggs, LCP
Phonics and Word Shark).
Progression
Expected Progress Reading Stage and focus Expected Levels
sounds
Reception
End of Autumn Term
Focus Group Set 1 sounds & Word Time 1 2 Emerging or below
3 expected levels
Steady Set 1 sounds & Word Time 1 2 Expected levels
345
Speedy Set 1 Word Time 6 7, Exceeding or above
ditties/green book expected levelsReading Statement of Best Practice 2020/21
End of Spring Term
Focus Group Set 1 Word Time 1 2 3 4 5 Emerging or below
expected levels
Steady Set 1 Word Time 6 7, ditties Expected levels
Speedy Set 2, green/purple books Exceeding or above
expected levels
End of Summer Term
Focus Group Set 1 blending, ditties Emerging or below
expected levels
Steady Set 2, green/purple books Expected levels
Speedy Set 2, pink/orange books Exceeding or above
expected levels
KS1
In Year 1 and Year 2, children will continue to use Read Write Inc and children also have the
opportunity to play various phonics games and reinforce their skills using interactive ICT
resources (e.g. Phonics Play, Reading Eggs, ICT Games).
Year 1
Expected Progress Reading Stage and focus Expected Levels
sounds
Year 1
End of Autumn Term
Focus Group Set 1 and 2, green books Emerging or below
expected levels
Steady Set 2, read some Set 3, orange Expected levels
books
Speedy Set 2, read most Set 3, yellow Exceeding or above
books expected levels
End of Spring TermReading Statement of Best Practice 2020/21
Focus Group Set 2, purple books Emerging or below
expected levels
Steady Set 2, read most Set 3, yellow Expected levels
books
Speedy Set 2, read all Set 3 (spell Exceeding or above
some), blue books expected levels
End of Summer Term
Focus Group Set 2, some Set 3, pink/orange Emerging or below
books expected levels
Steady Set 2, read and spell all Set 3, Expected levels
blue books
Speedy Set 2, read and spell Set 3, Exceeding or above
grey books - completed expected levels
programme
At the end of each term, assessments are made and children that are not working at the
expected level begin phonics interventions at the beginning of the next term.
In June, children in Year 1 will undertake the National Phonics Screening Check. The school
sets challenging targets each year for teachers to exceed the national average pass rate for
children taking the Screening Check.
Year 2
Most children will begin Year 2 secure in Set 3 of Read Write Inc. By the end of their Read
Write Inc phonics programme, children should know most of the common grapheme-phoneme
correspondences (GPCs). They should be able to read hundreds of words, doing this in three
ways:
• Reading the words automatically if they are very familiar;
• Decoding them quickly and silently because their segmenting and blending routine is
now well established;
• Decoding them aloud.
Children’s spelling should be phonetically accurate, although it may still be a little
unconventional at times. During this phase, children become fluent readers and increasingly
accurate spellers.
In Year 2 children will look at; spelling patterns for the past tense, investigating and learning
how to add suffixes, develop strategies for spelling long words and find and learn to tackle the
difficult bits in words.Reading Statement of Best Practice 2020/21
In Year 2, children working below age-related expectations will be supported in small groups
to work on Phonics. Some Year 2 children may take part in Phonics lessons in Year 1 in
addition to their sessions in Year 2.
Re-screening will take place in June and all Non-SEND children are expected to pass the
check at the second attempt.
KS2
Where pupils have not passed phonics screening in year 2, pupils should continue to be
taught/ access phonics as in KS1, to ensure they continue to develop their phonological
knowledge and embed skills in order to progress and become confident readers. Class
teachers and teaching support staff will model decoding, segmenting and blending skills in
their daily teaching.
Assessment
Assessments are undertaken each term and the children’s progress is recorded in the
Classroom Monitor (see Assessment Calendar). A summary of Phonics standards in the class
is completed by the Class Teacher and will be sent to the Phonics Champion and Phase
Leader at the end of each term.
Regular assessments will help to determine the appropriate phase of phonics teaching for the
next term and any additional intervention required.
Children will be assessed using:
• Read Write Inc assessments
• Phase reading and spelling checks
• Phase sentence/phrase dictation activities.
• Reading of non-words and tricky words.
• Phonic screening mock tests
What we do if we feel a child is not making progress?
• SEND Support plans
• Referral to speech and language therapy team
• Investigate auditory problems
• Additional support in EYFS in S&L groups
• More appropriate differentiated support
• Varying the resources being used
• Identifying evidence-based reading interventions – Lexia UK (Y3 focus lowest
attaining year group)
To clarify the alternative spelling of phonemes, the following sound map will be used
consistently throughout the school.
Teaching of Reading Through Success for All
Reading is a fundamental life skill and is at the heart of our curriculum. We aim to give
children opportunities to become critical, thoughtful readers through using relevant and
inspiring texts within our SFA sessions. We encourage our children to access a wide
range of quality texts (fiction, non-fiction and poetry) both independently and as
material related to the wider curriculum. We believe that a love of reading can open
minds, inspire and encourage our pupils to dream big.Reading Statement of Best Practice 2020/21
During SFA sessions, children will have the opportunity to delve into a range of high-
quality texts which match their reading ability. Children are exposed to ‘treasure hunts’
where they are developing their understanding of how to answer a range of
comprehension questions. There will be plenty of opportunities for the children to
discuss the texts with peers or as a group to further their understanding.
All children in school have an individual reading book which can be changed regularly
and taken home. Partnership with parents is important; the reading diary helps us to
maintain links and continuity between home and school. Reading books in school are
organised through the ‘book banding’ system to enable children to choose books at
an appropriate level of difficulty and to make progress through the bands.
Teachers’ assessments of reading are based on their professional judgments and
evidence from SFA sessions, as well as standardised materials. We want the children
to be avid, enthusiastic readers, so Reading for pleasure is promoted in school through
events and activities such as Book Week, book fairs, displays, assemblies, author
visits and competitions. We are committed to giving children time to read and be
immersed in reading.
We ensure that during our reading sessions, children are being taught key reading
strategies.
EYFS - Y2 Y3 - Y6
Vocabulary What does the word ..... mean in
this sentence?
What do the words ..... and ..... suggest
about the character, setting and mood?
What does this word or phrase Find one word in the text which means .....
tell you about .....?
Which word tells you that .....?
Infer Why was .....? feeling .....? How can you tell that .....?
What do you think the author What impression of .....? do you get from
intended when they said .....?
these paragraphs?
Predict What do you think will happen
next? What makes you think
Do you think ..... will happen? Yes, no or
maybe?
this?
Explain your answer using evidence from
What is happening? What do the text.
you think happened before?
What does this paragraph suggest will
happen next? What makes you think this?
Explain Who is your favourite character?
Why?
The mood of the character changes
throughout the text.
Is there anything you would Find and copy the phrases which show this.
change about this story?
How does the author engage the reader
Do you like this text? What do here?
you like about it?Reading Statement of Best Practice 2020/21
Why is the text arranged in this way?
Retrieve How many .....? How would you describe this story/text?
What genre is it? How do you know?
What happened to .....?
Sequence What happened after .....? Can you summarise in a sentence the
opening/middle/end of the story?
What was the first thing that
Summarise happened in the story? In what order do these chapter headings
come in the story?
Accelerated Reader
In addition to SFA, children in KS2 use Accelerated Reader. Accelerated Reader (AR) is a
reading management and monitoring programme that aims to foster independent reading. The
internet-based software assesses reading age, and suggests books that match pupils’ needs
and interests. Pupils take computerised quizzes on the books and earn AR points as they
progress. Children in KS2 access Accelerated Reader daily for 20 minutes as their
morning task.
Resources
All classrooms have book areas that are stocked with a range of fiction and non-fiction texts.
The school library has a selection of reading material and computer software, from which
children are able to research and recommend texts.
In Foundation Stage and KS1 the schemes used are:
• Read Write Inc
• SFA
In KS2 or KS1 if appropriate, pupils continue to progress through the Read Write Inc reading
scheme until they have completed it and are then able to become a free reader.
• Read Write Inc
• SFA
• Accelerated Reader
Equality of Opportunity
All of our children have equal access to reading provision and to the resources available. We
recognise that some children take longer to develop the necessary skills and we cater for
those children by providing additional opportunities for skills development. Children who need
additional support are identified early and the impact of interventions is carefully monitored.
SEND pupils are catered for, and progress is monitored according to their individual action
plans.
Promoting a Love of Reading
Reading Bookmarks
At Aston Lodge, each child from each year group is given a ‘Reading Bookmark’. On the
reading bookmark is a list of key literature that has been identified for each year group. The
children are encouraged to read each book that has been handpicked for their year group.
When a child has completed all the books recommended, they are rewarded with a prize from
the school’s Dojo Shop.Reading Statement of Best Practice 2020/21
Reading Corners
Libraries, book areas and displays play an important part in building a reading culture at Aston
Lodge. Each classroom is equipped with age appropriate books in their reading corner that
children can choose to read for pleasure during playtimes, morning task and when they have
finished their classroom learning. In EYFS and KS1, classrooms are equipped with story sacks
alongside classroom stories. They include story spoons, story stones, teddy characters and
face masks to encourage children with retelling of the story and story sequencing.
World Book Day
We love World Book Day at Aston Lodge! The annual celebration of authors, illustrators, books
and reading is one of our favourite days of the year. Each year, children celebrate World Book
Day in March. The children are encouraged to dress up in costumes of their favourite story
characters. To begin the day, children are invited into school early to enjoy a reading breakfast
– a breakfast provided morning of fruit, croissants, juice and breakfast bars whilst children
engage in reading a book with their parents, teachers or peers. The children spend the day
engrossed in fun activities based around stories and authors. To end the day, all children are
invited to an assembly where prizes are awarded from each class for the best dressed
character.
Rewarding Reading – Strive for Pride
As part of the school’s reward system - ‘In It To Win It – children are encouraged to read at
home to an adult 3 times per week – ‘Strive For Pride’. Reads will be counted from Friday
night to the following Friday Morning. Only one read a day will be counted for meeting ‘Strive
for Pride’ (Except Fridays) An adult, over 16 years old, must hear your child read and sign
their planner. Your child doesn’t have to read their school book, they can read a book from
home, a comic or eBook – record what they have read in their planner. To encourage
independence children are responsible for changing their reading book or identifying that it
needs changing and making sure they take it home. In the event that your child does not bring
their reading book home then use it as an opportunity to read a book from home, visit the
library, buy a comic or magazine, read an eBook. Weekend reads should be recorded on the
notes page. (see example below) If you hear your child read but have been unable to sign
their planner, please contact the class teacher via dojo.
Example prizes:
Vue cinema trip
Bowling
Laser Quest
Football Lessons
Dance Lessons
Halfords vouchers
Smyths Toy Store vouchers
Year group What we expect from school What we expect from home
Reception Children will have their reading books Children read a minimum of 5-10
changed twice a week and an adult at minutes daily and an adult at
school will make 1 entry in the diary. home makes an entry in the
reading dairy 3 times per week.Reading Statement of Best Practice 2020/21
Year 1 and 2 Children will have their books changed Children read a minimum of 10
once a week and an adult at school will minutes daily and an adult at
make 1 entry in the diary. home makes an entry in the
reading diary 3 times per week.
Year 3 and 4 By this age many children are on Children read a minimum of 10-
chapter books, so books will be 15minutes daily and an adult at
changed when the child has finished home makes an entry in the
his/her book. Children who are not reading diary 3 times per week.
reading chapter books, will have their
books changed weekly. An adult at
school will check the child is reading
daily and make 1 entry to acknowledge
this.
Year 5 and 6 By this age many children are on Children read a minimum of 15-
chapter books, so books will be 20minutes daily. Children can
changed when the child has finished write their own daily comments,
his/her book. Children who are not but an adult at home must sign the
reading chapter books will have their diary at least once a week.
books changed weekly. An adult at
school will check the child is reading
daily and make 1 entry to acknowledge
this.
“So please, oh PLEASE, we beg, we pray,
Go throw your TV set away,
And in its place, you can install,
A lovely bookshelf on the wall."
Roald Dahl,
‘Charlie and the Chocolate Factory’You can also read
