Reading curriculum intent
At Kingfisher, reading is promoted as an intrinsic part of teaching and learning. It forms a pivotal part of our curriculum. We recognise that the skill of reading provides children with access to the world around them and a wealth of knowledge which will support their learning and development in all other areas. However, we also believe that reading brings joy and experiences that cannot be achieved in any other way; discovering new worlds, reflecting on the past and exploring emotions from the viewpoints of others who are similar and very different.
Reading curriculum implementation
Children have opportunities to apply their developing phonic knowledge and skills in the context of shared reading and writing across all subjects. We aim to give children the skills they need to decode and blend quickly and securely. Children are given fully decodable books that are closely matched to their developing knowledge of Grapheme Phoneme Correspondence and their ability to blend. We use Collins Big Cat Phonics for Little Wandle Letters and Sounds Revised texts. These reading books are closely matched to our progression document and are grouped accordingly.
Reading practice sessions led by a trained teacher or trained TA take place 3 times a week. The reading practice book is carefully matched to their secure phonic knowledge, this book is used for all three sessions to avoid cognitive overload. The first session is a decoding session. GPCs, tricky words and key vocabulary are recapped as necessary. The may include the definitions of new vocabulary. Children then read independently and the teacher/TA will 'tap in'. This means they spend time with each child listening, supporting and praising as appropriate.
Session 2 has a focus on prosody - reading with expression and intonation. Teachers and TAs model this and then children read independently as the teacher/TA 'taps in' as before.
Session 3 has a focus on comprehension. The reading practice book is then taken home to practice fluency, build confidence and celebrate success.
Developing a love of reading
Children in Foundation Stage start with wordless books to encourage an engagement with and a love for books straightaway. Children choose a sharing book weekly which supplements their phonically decodable reading book. We run story sessions with parents, weekly story assemblies, story clubs and have book related visitors into school.
Reading at home
Research shows that children who read daily develop reading fluency at a more rapid rate and become more confident, eloquent writers. We aspire to this for all our children and believe that the most important thing that parents can do at home to help their children achieve at school is to share books with them.
We encourage children to read daily at home with their adults and try to ensure that those who do not get a daily read at home have one in school. Children with 50 reads are celebrated individually in Celebration Assembly and receive a book prize from the vending machine.