Reading at Fordbridge Community Primary School

Vision

At Fordbridge, reading is a priority. Our commitment lies in nurturing confident, accurate and fluent readers who actively engage with texts, appreciate the diverse world around them and cultivate empathy by stepping into others’ shoes. This is achieved through a carefully cultivated reading curriculum.

Intent

Promoting a Love of Reading: Throughout their school journey, children will be immersed in a reading-rich culture, not just through their English lessons but also through wider and extra curricula opportunities. We aim to ignite a passion for reading by exposing children to a rich variety of texts, genres and authors. Our curriculum not only encourages reading for pleasure but also celebrates the joy of discovering new worlds through books.

Language Development: At Fordbridge, our curriculum fosters the acquisition of an extensive and diverse vocabulary, empowering children to express themselves with precision and nuance. Reading lessons provide continuous exposure to key words, reinforcing retention and enabling children to apply new vocabulary in both written and oral contexts.

Fluency: Our explicit focus on teaching reading fluency at Fordbridge enhances accuracy, automaticity and prosody in our readers. We acknowledge that automaticity reduces cognitive load, allowing children to concentrate on using appropriate expression, intonation and phrasing to enhance comprehension and engagement with the text.

Comprehension: We cultivate the behaviours required for children to become discerning readers with the ability to understand and extract meaning from a text. Through coverage of all of the reading domains as well as a focus on questioning the text – both whilst reading and after – children are able to critically analyse a text through reviewing wider reading domains.

Inclusivity: Our curriculum is designed to meet the diverse needs of all learners, including those with special educational needs or disabilities (SEND) and disadvantaged children. Many of the strategies our curriculum is designed around – including an explicit focus on vocabulary and reading fluency are valuable for all learners and vital for some. Where appropriate, we provide adapted instruction and targeted support to ensure every child makes progress. Pupils working 2 or more years below receive a highly effective and bespoke curriculum using the Birmingham Toolkits.

Assessment and Progress Monitoring: At Fordbridge, a range of assessment tools are used to gain a holistic understanding of the child as a reader. As well as ongoing teacher assessment, frequent low-stakes assessments are used to evaluate comprehension skills (activate quiz), fluency and vocabulary retention. NTS reading tests and statutory assessments are employed as standardised measures to further gauge each child’s progress and performance. Collaborative MAT moderations are held termly to further quality assure assessment.

Continuous Curriculum Development: As part of our commitment to excellence, our curriculum evolves based on the latest research, case studies, educational advancements or changing context of the school. This ensures that our reading provision remains current, effective and aligned with the evolving needs of our children.

By addressing these objectives comprehensively, our reading curriculum equips children with the skills and enthusiasm needed to become lifelong readers who engage meaningfully with the world through the power of literature.

Implementation

Phonics

The teaching of phonics is delivered with fidelity through the systematic, synthetic phonics programme Read Write Inc (RWI). All children in Reception, KS1 and, where necessary, KS2 have daily phonics sessions in ability groups that are matched to their current needs.

Language development through RWI:

• Phonics instruction: Teachers use systematic phonics instruction to teach children the relationship between sounds and letters. This empowers them to decode words accurately and build their vocabulary.
• Word contextualisation: New vocabulary is introduced in the context of meaningful sentences and passages so that children understand how words are used in real-world situations.
• Word exploration activities: Interactive activities, such as word games and word sorts, are integrated into lessons to engage children in actively exploring and practising new words.
• Storybook engagement: Through reading specially selected storybooks (Peters Book Talk), children encounter a wide range of words and phrases to further contribute to their vocabulary growth.

Fluency focus through RWI:

• Daily Practice: Children engage in daily reading practice to build fluency. This consistent exposure to texts at their instructional level helps them develop the ability to read smoothly and with confidence.
• Modelling fluent reading: Teachers model fluent reading during guided reading and Book Talk sessions to allow children to observe and internalise correct pacing, intonation and expression.
• Repeated reading: Children engage in repeated readings of texts and rhyms to reinforce fluency. This practice helps increase automaticity in word recognition and contributes to smoother, more confident reading.

The teaching of comprehension through RWI:

• Questioning the text: Teachers guide children in asking questions before, during and after reading to stimulate deeper thinking including asking about main ideas, details and the author’s purpose.
• Making inferences: Children are taught to make inferences based on evidence in the text or images. They learn to draw conclusions and make predictions about the content.
• Analysing story elements: Teachers help children analyse elements such as characters, plot, setting and theme to help deepen their understanding of the text’s structure and meaning.
• Assessment: As part of the programme, all children on RWI are assessed every six weeks and are grouped according to their phonic ability.

Inclusive Practice:

• Flexible groupings
• Adult support
• Interventions

 Reading:

Alongside the Read Write Inc phonics programme, reading is developed during whole class guided reading lessons where children engage with a selection of diverse, high-quality fiction and non-fiction texts designed to stimulate enriching discussions, while also offering a richness in language.

Language development through reading lessons:

• Key vocabulary: Throughout each guided reading session, T2 & 3 language is identified within the context of the text. This is explicitly taught through my/turn your process and supported by our vocabulary toolkits.
• Word contextualisation: Vocabulary is presented in context, allowing children to grasp how words function within the text. We emphasise not only the definition in context but also explore alternative contexts where appropriate, providing a comprehensive understanding of word meanings.
• Key strategies: We teach the comprehension skills of reading through our Reading Toolkits. Each toolkit represents a key domain (see toolkit timetable attached). For example, within the ‘Word Meaning Toolkit’ We equip our children with strategies for independently deciphering the meaning of new words. Our approach involves the “3 Rs” – read around the word, use the root word and replace with a synonym.

Focus on fluency through reading lessons:

• Daily fluency practice: Within the guided reading structure, fluency is woven into every reading lesson to ensure that children are consistently hearing fluent reading being modelled and have frequent opportunity to practice and develop their own reading fluency skills, ultimately fostering their ability to read accurately, with automaticity and prosody. This can be seen through partner reading and choral reading.
• Core strategies for fluency: Guided reading incorporates a repertoire of core strategies designed to enhance fluency: pre-teaching vocabulary, echo reading and choral reading.
• Repeated reading for various purposes: In guided reading, repeated readings are employed for different purposes based on the learning objectives. Children may engage in repeated readings to skim and scan for vocabulary, retrieve information, summarise the text or with a focus on one of the reading skills. These skills are explicitly taught and practised using Accountable Reading sessions in KS2.

The teaching of comprehension through reading lessons:

• Teacher questioning: Planned questions are thoughtfully adapted to meet the needs of each individual child to probe children’s understanding and encourage them to think critically and deeply about the text.
• Explicit teaching of reading skills: These skills encompass a range of cognitive processes, including inference, sequencing, retrieval, inference, analysing the author’s use of language and more. The explicit teaching of these skills equips children with the tools to navigate and comprehend texts with increasing independence. Explicit teaching of our Reading Toolkits can be seen in each classroom using an ‘I do, we do, you do’ lesson structure.
• Exposure to a variety of question types: Reading lessons expose children to a variety of question formats to deepen their overall understanding of a text as well as prepare them for future assessment.

Each week, children will have the opportunity to independently apply their reading skills.

Links to curriculum knowledge recap and retention: children complete a weekly non-fiction comprehension. Comprehensions are generated to incorporate the knowledge and skills of the previous years foundation curriculum. These texts are presented using a range of genres. Thus supporting children to make connections and links and ensure knowledge retention.

Inclusive practice:

Dependent on the level of need, children may receive extra support through:

• Adapted task design and questioning through the Birmingham Continuums.
• Adult support
• Alternative or additional resources
• Pre-teaching
• Interventions
• Tutoring

Intervention:

Reading is assessed through continuous formative assessment in lessons as well as termly summative assessment. NTS tests are used to support judgements.

Research-informed interventions have been carefully selected to support the teaching of reading at Fordbridge. All interventions are short, delivered in small group or one-to-one and are focused on the need of the child: speaking and listening, decoding, fluency or comprehension.

Promoting a love of reading

Home Reading

Reading at home is essential to making progress and developing a love of reading. Pupils are encouraged to read at home at least three times a week and record this in their online reading  record. Rewards are in place for pupils who actively read at home including the use of the Reading Vending Machine and Golden Tickets.

Reading for Pleasure and Book Talk Enrichment

At least once a week, during a Book Talk session, classes enjoy Reading for Pleasure using texts that have been handpicked for each year group. This is a great opportunity for all children, regardless of their reading ability to develop a love of stories and hear reading being modelled to them. Each year group reading spine and Book Talk selections includes books that are diverse and promote different genres and text types.

Reading is also celebrated through regular visits to the school library, World Book Day, and providing each child with a book as a Christmas present.

Other enrichment activities include:

• Book Talk
• Parent Workshops
• Library visits/book shop trip
• School Council trips to select class reads
• A termly book fayre (including affordable books)
• Daily lunchtime book club
• After-school book club
• Virtual authors
• Careers Day – including authors/playwrites/film writers.
• Annual theatre trip using public transport (Y1-6)
• Reading events (World book day etc)
• Reading vending machine 

Writing 

Vision

At Fordbridge, we aim to create an intrinsic love of writing through an engaging and relevant curriculum. Our commitment lies in nurturing confident, expressive and effective writers who not only convey their thoughts with clarity but also harness the power of words to inspire, inform and connect with others.

Intent

Language mastery: At Fordbridge, our curriculum emphasises the mastery of language, empowering children to articulate their ideas with precision and sophistication. Writing lessons provide continuous exposure to advanced vocabulary and grammar, fostering the development of effective written communication skills that can be applied across various contexts.

Contextualised grammar lessons: We strive to instill in our children an understanding and appreciation of the mechanics of language needed to become an effective writer and communicator. Grammar is taught through context to enhance its relevance and allow children to apply new concepts more quickly. 

Composition skills: Our explicit focus on teaching composition skills at Fordbridge enhances children’s ability to organise their thoughts coherently and produce well-structured pieces of writing.

Creativity and imagination: We nurture the creative spirit within our children, encouraging them to explore their imagination through writing. Our curriculum – and extra curricula offer – allows children to unleash their creativity, whether creating fictional stories, poems or personal reflections, formally expressing opinions or thoughts, fostering a deep appreciation for the art of storytelling – a host of creative outlets are explored within the Fordbridge writing and oracy vision.

Critical analysis: At Fordbridge, we cultivate the skills necessary for our children to become reflective writers who can evaluate their own work and that of others. Through a focus on revising and editing, children learn to critically assess the themselves as well as their peers writing, leading to continuous improvement in their written communication skills.

Inclusivity: Our curriculum is designed to accommodate the diverse needs of all learners, including those with special educational needs or who are disadvantaged. Teachers adapt their lessons and target support where necessary to ensure that every student makes progress with a focus on independence. Pupil’s working 2 or more years below, receive a bespoke offer through the Birmingham Continuum Toolkits.

Assessment and progress monitoring: At Fordbridge, we employ a range of assessment tools to gain a comprehensive understanding of each student’s writing proficiency. In addition to ongoing teacher assessment, extended pieces of writing are used to evaluate writing. All teachers attend Trust and network moderation termly to clarify their judgements against other schools. Within Fordbridge we proudly have 3 local authority moderators- enabling continuous CPD and coaching around assessment for all staff.

Continuous curriculum development: Our writing curriculum adapts to incorporate the most recent research, case studies, educational progress and evolving context of the school. This commitment guarantees that our writing program stays up-to-date, efficient and in harmony with the changing requirements of our children.

With these aims at the heart of its design, our writing curriculum provides our children with the skills and passion necessary to become lifelong writers who can confidently write for a variety of purposes and audiences.

Implementation

Early Writing

From the moment children start at Fordridge, which for many is 2 years old, we encourage mark making through continuous provision and exploration. As emergent writers, children are equipped with the skills to form letters clearly and legibly, allowing them to begin to express their ideas. Once children are enabled with these skills, they are ready to write with greater independence and confidence.

The Read, Write Inc programme, allows children to build on their emerging writing skills through ‘Fred Talk’, ‘Hold a Sentence’, scaffolded writing outcomes and oracy. The programme’s writing structure provides children with progressive learning and development of grammar skills.

The Writing Structure

Our writing curriculum at Fordbridge Primary School is designed to be progressive and sequential, providing students with a clear path to developing their writing skills. Each year, carefully selected texts ad topics are used as stimuli to inspire and engage children’s interests, covering various genres and grammatical skills. Our goal is to cultivate enthusiastic and ambitious writers. This is achieved through the Talk for Writing model from EYFS  to end of KS1.

Reading into writing: At Fordbridge, we harness the power of ‘reading into writing’ to bridge knowledge gaps among our students. By immersing ourselves in literature and using books as a shared language, we inspire and unify our students, enhancing comprehension, empathy and creativity. This approach seamlessly blends reading and writing, deepening their connection to literature and enriching their vocabulary.

Model texts: Model texts serve as exemplary guides, showcasing the quality of writing that students will strive to achieve by the unit’s end. They offer tangible examples of the grammar and syntax to be explored during lessons and introduce relevant key vocabulary.

Vocabulary: We are dedicated to expanding every child’s vocabulary across the curriculum, including subject-specific language. We meticulously identify and select vocabulary to enhance their understanding. This identified vocabulary is mapped for each English text and other curriculum areas and we use Word Aware strategies to teach it effectively.

Grammar: We emphasise the importance of teaching correct punctuation and grammar in writing. These skills are thoughtfully integrated into each English text, providing rich and varied opportunities for application. This learning is then consolidated through our approach to writing in the wider curriculum.

Composition: At Fordbridge, we teach composition through model texts, explicit instruction in composition skills and focused editing practice. We also emphasise collective reflection, allowing students to compare and evaluate texts and where applicable, the opportunity to present. This holistic approach fosters confident and proficient writers.

Handwriting

Throughout school, handwriting is taught discretely. The focus in EYFS is on the correct formation of phonemes using a memorable handwriting phrase emphasising correct pencil grip.

Once children have established correct letter formation, from Year 1 onwards they are taught a pre- cursive script through the Letter Join programme. As children advance to Key Stage Two, they are taught to correctly join their letters, developing their own style of handwriting. Handwriting lessons are taught discretely is KS1 and through the modelling process for the majority of pupils is KS2.

As an incentive to produce written work to a high standard, children aim to achieve their pen license earning the privilege of producing written work with a pen. Ultimately, this results in children being awarded a fountain pen.

Spelling

Early spelling is taught through the use of ‘Fred Talk’ and ‘Fred Fingers’ to count out the sounds in words. Children have daily sound lessons to embed and apply their learning of phonics to spell words through RWI.

Children are familiar with these words as they form the ‘red words’ in Read, Write Inc. Here at Fordbridge, we also utilise the ‘Spelling Shed’ resource in Key Stage Two to plan and deliver additional spelling sessions. These resources provide challenging, competitive weekly spelling activities matched to key curriculum spelling patterns and word lists.

Assessment

Through our carefully mapped English and wider curriculum planning, we provide children with multiple opportunities to showcase their developing writing skills. In the moment feedback is given verbally to children in all lessons and is a key part of formative assessment. As independent learners, children are encouraged to reflect and self-assess their work using genre checklists.

Staff engage in both external and internal moderation to clarify judgements and work with colleagues across the LA and MAT.

Phonics

Here at Fordbridge Primary we use the Read Write Inc (RWI) programme to get children off to a flying start with their reading. RWI is a method of learning centred around a systematic approach to letter sounds and phonics, and we use it to aid children in their reading and writing.

Reading opens the door to learning. A child who reads a lot will become a good reader. A good reader will be able to read more challenging material. A child who reads challenging material is a child who will learn. The more a child learns, the more he or she will want to find out.

Using RWI, the children learn to read effortlessly so that they can put all their energy into comprehending what they read. It also allows them to spell effortlessly so that they can put all their energy into composing what they write.

When using RWI to read the children will:

• learn that sounds are represented by written letters

• learn 44 sounds and the corresponding letter/letter groups using simple picture prompts

• learn how to blend sounds

• learn to read words using Fred Talk

• read lively stories featuring words they have learned to sound out

• show that they comprehend the stories by answering questions.

When using RWI to write the children will: 

• learn to write the letters/letter groups which represent 44 sounds.

• learn to write words by saying the sounds in Fred Talk

• write simple sentences

• Use adventurous vocabulary within their writing

Spelling 

 Spelling Shed  (new edition) for Years 1 to 6 has been specially created to meet the higher demands of the new curriculum spelling appendix.

• Spelling rules and concepts are introduced by aliens from an exciting online spelling hive.
• A range of fun activities teach children adventurous words and build their confidence, looking at morphology and meanings of complex words. 
• Every child’s progress is recorded in pupil's SPaG books. 
• Children are prepared for the spelling component of the Key Stage 1 and 2 statutory assessments.

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