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Maytree Nursery andInfants' SchoolCaring, Sharing, Aiming High

Welcome toMaytree Nursery andInfants' SchoolCaring, Sharing, Aiming High

Reading Policy

Maytree Nursery and Infant School


C11 Reading Policy


Aims:
We believe reading underpins many other aspects of learning and is of vital importance.

  • We aim to develop pupils' reading through progressive phonics teaching, guided reading, homeshare books, and shared reading, individual reading and library access so that children will learn to read widely, fluently, frequently and with good understanding and pleasure.
  • We aim to involve parents in improving their child’s reading through training workshops, school library, home-share diaries and home-share books, including e-books with Bug Club.
  • We aim that reading will have a high priority in school, promoting a good model of reading with expression, enjoyment and understanding, through daily shared reading and access to books in an inviting reading area.
  • We aim that all children have the opportunity to have a high quality text read to them every day in school. This is through the schools ‘Reading Spine’ which adults have access to in every class.
  • Reading has a high status at Maytree with success celebrated in assemblies through Reading Challenges.

 

Teaching and Learning:


Nursery - Foundation 1
The focus is developing children’s language and communication skills through the Early Years Foundation Stage curriculum. Early matching, categorising and sorting activities within the Nursery environment are used to develop visual discrimination skills needed for early reading.
Books are shared daily in a small group; print has a high profile in the environment; school library will be visited weekly; books will be shared ‘over and over’.
Books are shared with the children daily and children are motivated to look at and talk about story and information books in their child initiated play by utilsing books in all areas of the provision.
Each child will take home two library books every week to share at home with their families, over and over again.
 

Reception Year - Foundation 2
As children progress into Foundation 2, an emphasis of phonics teaching will support children’s understanding that letters represent sounds in spoken words which will support their decoding of the printed word. ‘Letters and sounds’ will be used as a basis for a daily phonics session.
An interest in books is developed by sharing songs, stories and rhymes, fostering opportunities to talk and re-enact stories or follow children’s interests through information books. Books are shared with the children daily (this is through the reading spine collection) and children are motivated to look at and talk about story and information books in their child initiated play by utilsing books in all areas of the provision.


Each child will take home two reading books every week to share with their families over and over. Parents are encouraged to come and change their child’s reading book with them more regularly if they wish to do so. When parents are unable to do this support staff will assist.
In the spring term YR begin a differentiated guided reading program once a week following objectives from the Early Years Foundation Stage curriculum. During this time children are supported by a teacher in small groups to develop their speaking and reading skills. This is also an opportunity to promote positive reading and learning behaviours. Children’s progress is recorded in a guided reading folder. By the summer term all children will be involved in guided reading.


Throughout child initiated learning time children have the opportunity to explore books of their own interest in quiet and inviting book corners. Books are changed regularly by the children at the School Library to enable ownership over their book corners.
 

Year 1
In Year 1 Children continue to work through the phonic phases of ‘Letters and Sounds’ with a daily phonics lesson and, in addition, will complete a guided reading session daily in differentiated groups. Book banding is used to identify a child’s reading level. Objectives and success criteria are taken from the National Curriculum and are matched to the child’s ability. Children will focus on one book per week and will work on a range of activities to support reading behaviours and learning. Children’s progress is recorded individually in a guided reading folder.


Throughout a week children are encouraged to change their home-share book at least twice a week. They are directed by their teacher to the appropriate book band for their reading ability.
Daily shared reading is developed through ‘the ‘Reading Spine’ books and cross curricular teaching as teachers support children’s understanding of more complex texts through discussion and role play.
Children have opportunities when they come into school and throughout the day to explore books of their own interest in quiet and inviting book corners.
 

Year 2
As children progress into Year 2, phonics teaching continues to ensure children’s fluent decoding of new words to support their reading. Children will also learn to derive meaning from what they read, either in the form of retrieval of facts or developing skills of inference and deduction.


Guided reading will take place four times a week. Objectives and success criteria are taken from the National Curriculum and are matched to the child’s ability. Book banding is used to identify a child’s reading level. Children’s individual progress is recorded in a guided reading folder.
In Year 2 children change their homeshare books twice a week and are directed by their teacher to the appropriate book band for their reading ability. All children are expected to be able to discuss the books they have read at home.
Daily shared reading is developed through the ‘Reading Spine’ books and cross curricular teaching as teachers support children’s understanding of more complex texts through discussion and role play.


Children have opportunities when they come into school and throughout the day to explore books of their own interest in quiet and inviting book corners.

 


Policy reviewed every 3 years


Review Date: Autumn 2019

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