Our overarching aim is for all children to read fluently, understanding both fiction and non-fiction. We encourage reading for pleasure by promoting acclaimed authors, sharing quality literature in story time and ensuring that book corners are stimulating with good quality texts in class and our school library. We ensure that reading is at the heart of all curriculum subjects and believe that every opportunity should be exploited to build stamina and provide independent learning opportunities through reading. Our expectations for reading at home are ambitious with all children encouraged to read daily and for increased periods of time as they progress through school.
We value the role that literature has to play in developing children culturally, emotionally, intellectually, socially and spiritually. Our goal is for all children to be able to participate fully in society and realise the importance of language to ensure that this is achieved.
We place the learning of vocabulary at the heart of all curriculum areas, building systematically on current knowledge. By the end of Key Stage 2 children are confident in their use of precise mathematical and scientific vocabulary and vocabulary specific to assessments.
At Redhill we teach phonics in a systematic way, following the highly structured Letters and Sounds programme. Throughout the Early Years and KS1 we teach phonics daily, with groups and activities pitched tightly to match the children’s needs. The teaching of phonics is multi-sensory, encompassing simultaneous visual, auditory and kinaesthetic activities to develop core learning. Parents are also invited into school to take part in phonic workshops and to observe phonics teaching in school.
Our reading programme is tightly matched to our phonics teaching. Children read daily in guided groups. As a school, we ensure that children read phonetically decodable texts until they have completed end of phase 5 in the letters and sounds programmes This enables the children to use their knowledge of phonemes to decode words. The teaching of high frequency words or tricky words at each stage of the letters and sounds programme also supports the reading development. The children have a range of book banded narrative and non-narrative books to choose from throughout school. The provision of books is meticulously organised, from when the children start in the nursery through to end of key stage 2.
As the children develop their ability to decode phonetically, the comprehension of text increases in importance with guided sessions focused on inference and deduction, developing a wider vocabulary and broadening the knowledge of authors, genres and themes.
In KS2, we have introduced whole class reading, as evidence has shown that this approach to the teaching of reading supports the development of children’s comprehension skills, fluency and stamina. Teachers ensure that the text chosen is appropriate to the ability of the class and provide children with a range of questions to develop all areas of their comprehension skills. Higher order questions extend the more able, with additional support or differentiated texts and questions provided for children who are not yet ready to access the whole class text.
All children should read widely for pleasure and for information across all areas of the curriculum. The library is used to develop independent research and to provide all children with a quiet and well-resourced area to read for enjoyment.