Intent:

At Birchfield, our reading curriculum aims to serve as the cornerstone of a well rounded education. Central to this intent is the recognition that reading is the key that unlocks the doors to all other areas of the curriculum and plays a huge role in ensuring the children are successful in learning and in life.

By instilling a love for reading and fostering the development of essential reading skills, the aim is to cultivate life-long readers who can confidently engage with a wide range of texts across various genres, formats, and contexts. From classic literature to contemporary texts, poetry to non-fiction, the reading curriculum is designed to expose pupils to a diverse range of materials that are both representative of themselves and the world around them and rich in cultural significance.

Our reading curriculum has the same aims for all students and begins in EYFS. These include:

• Being able to read with confidence and fluency, considering intonation for effect
• Having a secure understanding of what has been read
• Being interested in, and enjoying a wide range of texts, reading both for education and enjoyment
• Developing a wide vocabulary

Ultimately, the intent of the reading curriculum is not only to ensure that pupils attain a high level of literacy proficiency but also to inspire a deep and lasting passion for reading that transcends the boundaries of the classroom. It is through the power of reading that pupils can broaden their horizons, sharpen their intellect, and become informed, empathetic, and insightful individuals who are ready to make a positive impact in society.

Implementation:

It is vitally important that children get off to a good start, right from the start. Daily synthetic Phonics ensures that children develop a secure grasp of the phonetic alphabet and we ensure there are daily planned opportunities which enable children to apply their developing skills. Reading in the EYFS and KS1 is prioritised with daily reading sessions, daily guided reading and Phonics forming the important aspects of this provision. Teachers read carefully chosen books to children, modelling the intonation and vocabulary. Providing the opportunity to talk about and ask questions about what is heard is important and valued.

Pupils in KS2 read during daily. Whole class reading lessons encourage pupils to delve deeply into texts, analysing the content, inferring meaning, and making connections. Whole class texts are chosen carefully to ensure that students are not only immersed in literary works but gain insight into various other subject areas. Teachers model fluent reading, teach key skills required to develop comprehension, and facilitate discussions that promote critical thinking and analysis.

Pupils who are less fluent engage in an additional phonics session three times a week. Additional Interventions such as ‘Project X’ support the children to develop their fluency and understanding.

Vocabulary

In the delivery of our reading curriculum, a pivotal focus is on the selection of high-quality texts. Whilst reading these texts, the exploration and development of vocabulary is key. Students are encouraged to delve into the meaning and usage of words within context, linking them to known words, whilst also expanding their own vocabulary repertoire. Additionally, the promotion of cross curricular vocabulary enables students to apply their reading skills across various subjects whilst also understanding a range of words and using them independently.

Reading for Pleasure

Encouraging students to read for enjoyment not only enhances their comprehension and vocabulary but also helps develop a lifelong love for reading. When children read for pleasure, they can engage with a wider range of texts, which in turn improves their literacy skills and fosters a greater understanding of the world around them. Starting in EYFS and continuing into upper KS2, pupils make use of their classroom book corners and the school library, making choices about the books they read. All children are also read to daily by their teacher. Books in school are chosen carefully to provide a range of exciting and diverse options for all Key Stages.

Impact:

Progress is meticulously monitored by leaders through regular school monitoring activities and is then used to inform the next steps for pupils, staff, and the development of reading at Birchfield.

As a result of the structured framework of the reading curriculum, when students leave us, they are equipped with a secure bank of vocabulary and reading strategies, enabling them to comprehend and analyse a wide range of texts effectively. This is demonstrated by pupils being assessed as meeting and exceeding age-related expectations and is measured through:

• Pupil progress and data
• Learning walks, book monitoring and pupil voice
• Pupils’ fluency and enjoyment
• The vocabulary the children use and their level of oracy