Intent 

Reading is essential to progress and attainment in education. Proficiency in reading closely links to the attainment of children on their educational journey. Those who struggle to read are more likely to struggle across the curriculum as reading is the vehicle which allows children to learn more and know more. By the time children leave year 6, it is our expectation that children will have all of the skills needed to further develop academically as they move onto secondary school and beyond (see published EEF document ‘The Reading House’ below). If these skills are embedded within children at Cotmanhay Junior School (CJS), we have succeeded in giving them the foundations to thrive as they move to the next stage of their educational journey.

At CJS, it is also our aim to foster a lifelong love of reading for our pupils. It is our aim to expose a wide range of reading materials to children as they progress from year 3 to year 6. Reading a wide range of texts from different authors, that showcase a variety of themes, is essential to broaden the horizon of all children. This, in turn, increases the cultural capital and knowledge about the world we live in. Where possible, purposeful links across the curriculum are made so knowledge is transferred to the long-term memory.

Our reading curriculum is designed to develop pupils’ fluency, understanding, confidence and enjoyment in reading. Our intention is for pupils to read widely and often, with fluency and comprehension appropriate to their age. Teachers model positive attitudes towards reading to promote an excellent reading culture: reading for all stakeholders in school is held with the utmost importance.

To summarise, reading is the foundation for future educational success. We have an obligation to ensure that every pupil is a competent reader, and as a result, reading is prioritised to allow all pupils to access the full curriculum offer and carry a love a reading with them throughout their life.

Implementation

Impact 

By engaging in and listening to high quality texts in all aspects of the curriculum, children display enthusiasm for reading and choose to read for pleasure. Although the reading curriculum has only recently been embedded, evidence suggests:

• Children are showing higher engagement within reading lessons during ‘whole class’ approach.
• Children are becoming more proficient at explaining their reading knowledge
• Teaching is tailored to meet the needs of classes well with correct pitch of text choice and reading activities allowing for knowledge and skill development
• Fluency Pairs increased opportunities to read within school. Children enjoy reading with partners and helping each other to improve their reading 
• Children enjoy listening to their teacher enthusiastically read at the end of each day
• A clear pathway for all readers has been implemented to ensure progress can be monitored overtime and all readers’ needs are met.
• The amount of children completing ‘Little Wandle Rapid Catch-up’ is increasing and increasing the amount accessing whole class taught reading, thus showing good progress for readers working below the desired level
• Application of reading into writing has increased enjoyment/engagement across school due to the high quality texts underpinning the writing curriculum
• Links within ‘Whole Class Reading’ lessons is allowing opportunities to pre-teach or consolidate knowledge across the curriculum
• ‘Reading Avengers’ is pushing more able children to read unfamiliar and more difficult texts
• Children are showing an increased appetite and passion to read with carefully selected texts being selected for each year group in class reading areas

The structure in place allows all children to maximise reading opportunities whilst exposing them to new, unfamiliar, ambitious language and vocabulary. As a result, their skills are enhanced, their understanding of the world increased and cultural capital is widened.

Continual monitoring cycles are completed in line with the ‘School Improvement Plan’ to assess, evaluate and drive the reading curriculum across school forward to meet the needs of the children it serves.