Intent

At Lydney C of E we have designed our English curriculum with the intent that all children, regardless of background, will become fluent, insightful readers. Our children will engage with a range of genres and develop their understanding of fiction and non-fiction styles. Furthermore, we have developed a curriculum that will instil in all children a love of reading that we hope will stay with them for life. We understand that a good grasp of reading is the bedrock of the entire curriculum and that children who are confident and adept readers will be empowered to succeed in all other areas. We understand, too, the vital role played by parents and carers in the development of reading and in the nurturing of positive habits. We welcome this and we value and seek their contribution. Underpinning our reading curriculum are our Christian values: trust, friendship, respect, forgiveness, courage and truthfulness and curriculum drivers.

Implementation

The reading Curriculum is led and overseen by the reading curriculum leader, in conjunction with the EYFS lead, phonics leader and SLT. They regularly monitor, evaluate, and review English teaching and learning, celebrating and sharing good practice. Monitoring is also used to identify gaps in the curriculum that may need to be addressed across the school, or within individual year groups. This monitoring cycle also ensures that the standards and outcomes are at expected levels. Formative assessments will be integrated into every day reading teaching to ensure teachers have an in–depth knowledge of the children’s learning and to inform their next steps.

Across reception, year 1 and year 2, the children are regularly assessed based on their phonics ability which will inform the accurate allocation of streamed intervention and catch–up groups which allows for phonics teaching to be tailored to the specific needs of each child. Where children require additional support with phonics, they will be placed on a robust 1 to 1 tutoring programme until the gap is closed. This assessment continues into Key Stage 2 as necessary, and further rapid catch-up groups are implemented. The children whose needs mean they need something additional or different to phonics complete a separate programme of intervention from Year 2 onwards.

The National Curriculum and the Early Years Foundation Stage statutory framework provide the basis of the reading curriculum which is then tailored to meet the learning and developmental needs of the children in school.  All planning will be informed by two fundamental, complimentary tenets: 1) to develop technical proficiency and 2) to develop enjoyment of reading. Teachers will plan their reading lessons using the planning documents in our policy folder, which includes details of our progression of skills as well as the teaching sequence for reading. This allows children to build upon prior knowledge and understanding.

Teachers will ensure that children are exposed to a wide variety of different, high quality literature. Children will be exposed to classics as well as to lesser known works of literature from around the world, representing a diverse range of authors and writers. Children’s efforts will be celebrated. Work that reflects the efforts of all children will be displayed.  Children will be presented with opportunities to share their work with the wider school community and with parents.

Impact

Our Reading Curriculum should ensure that:

• Children leave Lydney C of E School with a love of reading. They are able to reference a wide range of different authors, from different literary traditions and genres.
• Children leave Lydney C of E School able to express their opinions in writing. They should be able to express their opinions in writing that is well structured, clear and technically accurate.
• Children leave Lydney C of E School able to express their opinions verbally; to understand how to engage – and disagree – with others clearly and articulately.
• Children leave Lydney C of E School having made the best possible progress as a result of consistent, high-quality teaching and, where appropriate, additional interventions.
• Children leave Lydney C of E School confident to try new things, take risks, and continue to expand their experience of reading.
• Children leave Lydney C of E School feeling that their efforts were valued and their opinions heard. That they have had a chance to find their ‘voice’ and were encouraged to use it.