Reading at Etwall Primary School

Intent Statement
At Etwall Primary School, we intend that every child learns to read by the end of Key Stage 1. We aim to create fluent readers who monitor and self-correct, understand what they
read, make connections between their reading material and read for enjoyment and pleasure. We are committed to helping children find enjoyment in reading and to appreciate
how books can offer a window to other worlds, meet amazing characters and learn about the world they live in. Our books are carefully chosen with important and diverse themes
that help to build on pupils’ cultural capital and knowledge.
Our intention is that learners will breathe in the language they need to breathe out the stories they will tell.

Implementation: Scheme Implementation: Planning

In EYFS and Year 1 children learn to read with Little Wandle Letters
and Sounds Revised. Within this programme, Reading Practice (RP) In EYFS and Y1, reading planning is provided as determined by
sessions ensure that new GPCs are applied in a meaningful way through stage of learning within the Little Wandle scheme. Opportunities to
decoding, prosody and comprehension teaching and learning. enhance cultural capital are planned into the continuous and
Reading Progression from Y2 to Y6 is informed by the EPS reading enhanced provision.
progression map. Fred’s Teaching provides the content for our lessons.
Y2 to Y6: Reading planning informs and is informed by
writing planning. Opportunities for cross-over are seized
with enthusiasm.

Implementation: lesson sequence (weekly) Implementation: lesson sequence (daily)

Every skill will be covered, using partner talk and routinely practicing fluency, prediction and inference to To reduce cognitive overload, learners follow a pattern to each
achieve lesson outcomes. lesson so that they know what is expected. Weighting of each
Scaffolding for readers will be provided, with prompts and support for learners to achieve the mixed-age element varies, depending on the text and the analysis of
outcomes. learners’ needs.
High quality texts will ensure the vocabulary learnt encourages high level language in writing.
Implementation: T&L / Pedagogies Implementation: How Groups are
Supported (SEND, GDS, PP,
In EYFS and Year 1, RP sessions are grounded in the learning of the Little Wandle scheme and focus on disadvantaged, EAL)
decoding, prosody and comprehension within small-group, adult-led sessions. In Year 1, the children are exposed • Children with additional needs are given
to NTS Assessment-style questions during comprehension RP sessions towards the Spring and Summer terms. targeted and bespoke support.
• Those children for whom phonics hasn’t
Whole class reading is introduced in Year 2 and is continued across KS2. This approach is based on the work of worked (or isn’t working) take part in an
Doug Lemov and the Fred’s Teaching shared reading sessions improve children's ability to understand intervention with fully trained teaching staff.
challenging texts through carefully selected novel studies as well as focusing on the key reading skills and • Formative and summative assessments
strategies required to be confident readers. Linked texts in lessons include poetry, picture books, non-fiction, inform next steps for highlighted individuals
modern and classic novels, inspiring biographies, song lyrics and famous authors. and groups.
• Quality first teaching strategies to
Reading fluency is taught as part of whole class reading lessons using echo, choral, paired and repeated strategies. support all learners.
• Use of Digital Learning to enhance the
writing process through research, editing and
publishing.
• Formative and summative assessments
Implementation: Resources inform next steps for highlighted individuals
• Little Wandle Letters and Sounds Revised – fully comprehensive scheme with resources provided. and groups.
• Big Cat Phonics for Little Wandle Letters and Sounds Revised: fully decodable books matched to LW • Quality-first teaching strategies to
progression, supporting all phases for FS2 and Y1. support all learners.
• Non-matched phonics books for Year 2 – colour coded (from Pink to Lime). • Lowest 20% are identified following
• Year 3 to Year 6: Banded reading books from a range of reading schemes and also banded books from each assessment window and strategies to
non-reading schemes. Advice from consultant text supplier. support are identified.
• NFER Reading Assessments.; Star Reader tests • Bi-Weekly use libraries.
• Reading for Pleasure strategies. • Children can change their banded books
whenever they want.
• PP children are bought books
appropriate to their needs
Implementation: Curriculum links Implementation: Curriculum links
The books we choose are linked to our The books we choose are linked to our topics
topics in school with the intention of in school with the intention of developing Implementation: Feedback
developing children’s background children’s background knowledge and
knowledge and vocabulary acquisition. If • Feedback given during lesson input through teaching of
vocabulary acquisition. If links to topics are skills.
links to topics are tenuous, other factors tenuous, other factors may override this
may override this choice, including • Fluency developed through a ranged of strategies where children
choice, including knowledge of literature. can receive immediate feedback and support from their teachers and
knowledge of literature.
peers including explicit modelling of prosody.
We intend to immerse learners in a genre and • Live-marking ensures that children are given the opportunity to
We intend to immerse learners in a genre this can be via topic - based literature as well understand their learning in the moment.
and this can be via topic - based literature as different media types.
as well as different media types.
Implementation: Environment
• Our reading environment should help to promote ‘Reading for Pleasure’ Impact: Assessment
culture.
• Reading area clearly visible when standing at any entrance doors to the EYFS and Year 1: Six-weekly LW assessments inform next
classroom. steps and AfL occurs during each RP session.
• Some / mostly forward-facing books (depending on key stage)
• Books carefully selected Y2 to Y6: Star reader assessments are used termly for summative
• No overcrowding of books. data; NFER tests for summative data; data analysis undertaken.
• Books at different heights.
• Picture books in every classroom. AfL: occurs in any lesson where reading takes place e.g. using
• Topic books clearly displayed retrieval skills when reading a worded problem in maths.
• ‘Books We Have Read’ display, encouraging chn to make connections.
• ‘We are reading’ displayed on English working wall End of Key Stage (Y2 and Y6) SATs tests provide nationally
• library maintained by Literacy committee/ Reading ambassadors published data.
• Library used regularly and opportunities to exchange books regularly
provided

Impact: Evidence

Impact: Monitoring Reading for Pleasure – children at Etwall enjoy and

look forward to opportunities to celebrate their love
• Lesson slide reviews – does what is recorded on the 3-week writing unit match for reading.
what is on individual lesson slides?
A celebration of books can be seen and felt
• Book-looks
throughout the school environment.
• Learning walks and drop-ins
• Pupil voice The importance of high-quality, diverse and
• Summative assessment outcomes (data from NFER analysis or SATs) impactful texts are woven through our topics.
• Pupil Progress narratives
Summative assessments show an above- standard
of attainment compared to local or national.

Etwall Primary School Reading Intent, implement and impact statements

(December 2022)