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Springfield Academy

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Reading

Reading at Springfield...

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Our Approach (Intent)

 

It is our intent at Springfield Academy to provide our pupils with high-quality reading experiences that will teach them to read fluently and talk enthusiastically about books.

 

We are determined that every child at Springfield Academy will learn to read.

 

 

 

Phonics is emphasised in the early teaching of reading when children start at Springfield and continues to feature heavily throughout Key Stage 1.

We also recognise that this is the ‘engage stage’ and therefore, we intend to provide ‘Reading for Pleasure’ experiences that develop a love of books right from when the children enter into Nursery.

 

 

We intend to encourage all pupils to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, to gain knowledge across the curriculum and develop their comprehension skills.

 

By the end of their education at Springfield, it is our intention to ensure that all pupils will be able to read fluently, with confidence, in any subject, in preparation for their forthcoming secondary education.

 

 

We are determined that every child at Springfield will learn to read and become ‘hooked on books’.

What have we done to develop Reading at Springfield?


1.Got a ‘Leading Reading Team’ in place to drive Phonics, the Reading Environment, Motivation to Read and Reading Comprehension lessons.
2. Developed a systematic approach to early reading and across the school.
3. Implemented an approach in Early Years and beginning of Key Stage One that:
-Focuses on the early building blocks for reading
-Suports language and vocabulary development
-Recognises the importance of decoding
4. Created an atmosphere across the whole school that:
-develops a love of reading
-promotes a talk-rich, book-based environment to support the ability to understand words and grammar, to use imagination and to develop speech.
-develops reading for understanding; the skills to infer, comprehend, retrieve information, sequence and summarise.

What are our three key focus areas for Reading?

1.High quality teaching


•Structured Phonics delivery
•VIPERS and Book of the Week (EYFS)
•Fluency practice (Reading Theatre)
•Linking reading with writing in Topic work
•Assessing reading development :
-class reading folders
-fluency rubrics
-phonics screening
-matching reading book assessments
-weekly comprehension in Core Skills
•Interventions (Switch-On)
•Teaching resources
•Decodable books

 

2. Motivation to read for pleasure

 

•Raising the image of reading into the school culture e.g Reading assemblies (promoting books and encouraging discussion)
•RED TED reading incentives
•‘Secret Reader’
•Involving parents in themed days e.g Book Breakfast

 

3. Becoming immersed in books –The Reading Environment


•Books in corridors for easy changing/browsing
•‘Snuggle up with a book’ areas
•Themed library
•Class Book at the end of the day –teachers bringing texts alive
•Classroom doors decorated with Class Book
•Reading displays in classrooms
•Links with local library services to bring new/themed books in

Class Read
EVERY DAY...
the children are settled down to be read to within the school day.

What are our Five Key areas of learning?

Phonemic awareness and Phonics skills in the early years
Fluency
Vocabulary building
Text comprehension

Phonics


We have devised an action plan that is currently in place and regularly being monitored.
•We have identified Phonics as an area for whole school improvement and have accessed additional training via the DjanoglyLearning Trust and Liz Anderson.
•We have reviewed our approach to Phonics teaching to ensure that it is best meeting the needs of our children.

Links to Mr Ward's Phonics show:

 

Introduction and Phase 2:
https://youtu.be/gtpGg5had6U
 
Phase 3:
https://youtu.be/Trako4ld-Wc
 
Phase 5:
https://youtu.be/miD3jSwz5A4

 

How are we matching reading books to the children correctly?
Each child is initially assessed using the Collins Reading Assessment resource to check they are on the correct level book.
Each time the child receives the next Red Ted prize, they are assessed again to check whether they should move on to the next colour or not.

VIPERS

Comprehension – EYFS, KS1 and KS2 

 

  • Children are explicitly taught the skills of the reading domains outlined in the National Curriculum and the KS1 and KS2 SATS tests through VIPERS (created by Rob Smith , The Literacy Shed):

V = vocabulary   I = inference   P = prediction  E = explain  R = retrieval  S = summarise/sequence   

 

 

  • VIPERS is taught in both KS1 and KS2
  • EYFS follow a version of VIPERS suited to the age group, focusing on Vocabulary, Retrieval and Sequencing.

 

 

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