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Reading

At Mawgan-in-Pydar Primary School, we have a shared understanding of the important role reading plays in the lives of our pupils and how it can impact on all other areas of the curriculum. We believe that reading opens the world to pupils, allowing them to develop a sense of curiosity and imagination. It is, therefore, our aim that, by the end of their primary education, all pupils at Mawgan-in-Pydar Primary School read fluently and with confidence, in all subjects and develop a lifelong love for reading.

‘Young people who enjoy reading very much are nearly five times as likely to read above the expected level for their age compared with young people who do not enjoy reading at all.’

Children’s and Young People’s Reading Today, National Literacy Trust, 2012

At Mawgan-in-Pydar Primary School, we promote a high standard of reading:

  • We place reading and books at the centre of the curriculum
  • We recognise the importance of early reading and in EYFS reading is an important feature inside and outside the classroom
  • We use a systematic and consistent synthetic phonics programme (RWI) to teach the skill of reading from day one. See our Phonics page.
  • Books in early reading are matched to the child’s stage of the phonics programme and are fully decodable
  • We recognise that being able to read well is a key life skill for children, whatever their background
  • We believe that every child can learn to read with the right teaching and support.
  • We build time for all children to read independently, read aloud and be read to during the school day
  • We have a coherent whole-school strategy for promoting reading for pleasure.
  • We use ‘Reading Vipers’ to ensure that comprehension skills are taught and practised rigorously
  • We spend money and time to support reading, including buying books and developing the school environment to support reading
  • We devote time to training staff so they are equipped to support children’s development and enjoyment of reading
  • We are here to support parents to ensure the culture of reading that the school has developed extends into the home
  • We use Accelerated Reader as a scheme to motivate and promote independence in reading

Accelerated Reader

Accelerated Reader (AR) is a reading management and monitoring programme that aims to foster the habit of independent reading among primary and early secondary age pupils. The internet-based software initially screens pupils according to their reading levels and suggests books that match their reading age and reading interest. Pupils take quizzes on the books they have read and earn AR points related to difficulty.

Children are encouraged to choose books around their suggested ZPD level that appeal to them.  They are encouraged to read for pleasure and to understand what they have read.  Their understanding of the text is evaluated by taking a short quiz at the end of each book they have read.  Children are motivated by reaching their targets and collecting points for different books read.  Progress is monitored by regular star reading assessments which evaluate aspects of the children’s reading ability such as reading age and oral fluency.

Children often like to read books from home which as a school we encourage.  Often their ‘home books’ also have quizzes that the children can take.  You can check this by clicking the link below:

At the heart of the curriculum…

A variety of reading opportunities using fiction as well as non-fiction texts are used as a vehicle for teaching reading in both key stage one and key stage two. In KS1, children who have completed the RWI phonics scheme study the RWI comprehension modules to deepen their understanding of texts. In both Key stages, shared reading in English lessons of texts in a variety of genres; targeted intervention sessions in small groups or one to one; individual reading using either books on the Accelerated Reader scheme or of the child’s ‘free choice’ book; cross-curricular reading in other lessons throughout the day, looking at various text types - either online or printed; reading of a whole class ‘quality text’ and using whole class reading sessions to explore these are all methods used for teaching reading.

Reading for pleasure is of the utmost importance and time is set aside in the school day to ensure this happens on a regular basis.  Pupils develop their fluency and understanding of texts during these sessions as well as providing them with a model for their own writing.  They are given opportunities to retrieve information and develop their skills of inference and deduction. 

Reading Comprehension skills are developed through the use of ‘Reading Vipers’.  This system is based on the 2016 reading content domains, found in the National Curriculum Test Framework documents. Using these reading prompts, children develop an understanding of the skills that they are using when studying a text.   Through the directed discussion of the text, children develop their understanding of vocabulary as well as of the different text types.

Additional opportunities

Many exciting and rewarding activities are arranged in school to promote the pleasure and knowledge that can be gained from books. For example, during World Book Day children dress up as a book character and share their favourite books. We also have numerous book fairs throughout the year and promote events by the local libraries, such as summer reading challenges. Reading challenges and quizzes as well as a ‘Millionaires’ word club is also used across the school.

By undertaking this approach to reading, children become more confident and fluent readers: they are lifelong readers.  They become better at reading for meaning and are reading for pleasure.  Children use their proficient reading skills to enhance their understanding across the curriculum as well as in day to day life.