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Reading at BHA 2021-22.

 Current situation;

  • Reading for pleasure is embedded at BHA as a key value.
  • Library is open every lunch time for pupils to visit and borrow books;
  • Reading area developed in the foyer for students who need quiet time;
  • Pupils’ reading ages are assessed on entry in Y6 and annually throughout their time at BHA;
  • Lowest % of pupils with Literacy difficulties and low reading ages follow a bespoke Phonics Reading Programme ‘Fresh Start’ throughout Y6 delivered by trained TAs;
  • Development of reading skills throughout subject areas, especially with a focus on vocabulary and reading to learn;
  • Y8 Reading Buddies work with Y6s who need help and support. This takes place in the library twice a week during the end of the day form time;
  • Tutor Reading Programme;
  • Adults listen to identified pupils read during end of the day form time;
  • English department deliver CPD on reading strategies to whole staff.

How do we inspire pupils to read?

  • Booklists for each year group;
  • Tutor Reading Programme in Y6 and Y7 and Y8 form times;
  • Vibrant library which is manned at lunch times;
  • Pupil librarians;
  • Y7 BookBuzz to encourage a culture of reading;
  • Use of published authors talking about the writing process .e.g. Tom Palmer;
  • Summer Reading Passport to all year groups and new intake;
  • Book Fairs during set weeks and with an evening for parents to be able attend;
  • World Book Day events;
  • National Poetry Day Events;
  • Staff bookshelf for sharing readers;
  • Teachers share their current reading with classes;
  • Relentless enthusiasm for reading;
  • Reading Newsletter twice a half term.

How do we encourage pupils to read?

  • Use of ‘live lessons’ with published authors talking about their writing;
  • Busy-brained reading during each English lesson;
  • Teachers listen to children read;
  • Reading related home learning once a fortnight;
  • Vocabulary related homework once per fortnight;
  • Expectation that all pupils read at home every night and to someone at least 3 times a week – Planner;
  • Reading Journal/scrapbook work in English;
  • Whole school approach – every pupil must have a book with them at all times;
  • Reading Buddy Programme Y6;
  • Designated reading lessons in English.

How do we identify reading barriers?

· NGRT test all Y6 pupils on entry in September;

· WRAT test all pupils;

· Implement reading interventions: Reading Programme with adult volunteers; - Reading Buddy Programme twice a week; Tutor Reading Programme- CPD for whole staff re: reading; - Support for subject teachers – barriers explained, support provided;

Next Steps

 · Use curriculum redesign to promote and embed reading for progress;

· Develop Tutor Reading Programme during form time in all years;

· Look to further develop reading provisions;

· Further develop staff engagement with reading for progress (CPD for teachers using academic reading/vocabulary) and reading for pleasure;

· Find ways to inspire all pupils to read;

· Termly prize for best library user. House points for tutor group who use the library most;

 · Reading for pleasure sponsored event in Spring Term;

· Develop the outside literacy shed built by S Banks and turn form gardens into reading gardens;