Teach virtually every child to read, regardless of the social and economic circumstances of their neighbourhood, the ethnicity of their pupils, the language spoken at home and most special educational needs or disabilities.
No. Objective Responsibility Actions Timescales How to monitor
Key Area: Effectiveness of leadership and management 1 To improve the progress for
disadvantaged pupils in reading across the curriculum. HT DHT AHT / English leader
1) To track the progress of disadvantaged pupils in reading and identify any pupils who will receive intervention support.
2) To ensure that interventions meet the needs for all the disadvantaged pupils who are not making expected progress.
3) To perform pupil interviews.
4) To discuss progress of disadvantaged children at pupil progress meetings.
5) To provide talking partner’s intervention (year4)
½ termly
Reading assessment data Pupil progress meetings
with teachers. Pupil interviews. Progress of talking
partner’s intervention.
2 Leaders to ensure that the key skills in reading are being taught to enable pupils to access different areas of the curriculum. HT DHT AHT / English leader
1) To use the Bradford reading grid assessment sheets to ensure national curriculum skills in reading are being taught. 2) To monitor the use of the reading
question fans.
3) To scrutinise pupils reading journals. 4) To monitor the teaching of phonics.
½ termly Reading assessment grids collected.
Monitor planning. Reading scrutiny.
3 Leaders to consider the impact of the teaching of reading.
HT DHT AHT /
1) To monitor reading assessment data 2) To use reading assessments
- rising stars ½ termly
½ termly Data collection Reading assessments
leader - past papers (2016 for Y2 and Y6) 3) To audit the reading provision in each year group.
4 Leaders to consider the extent to which the school intervenes to provide support for improving pupils’ literacy, especially for pupils at risk of underachieving.
HT DHT AHT / English leader
1) To monitor reading interventions across the school
2) To use data to identify children at risk of falling behind.
3) To provide reading clubs for children who are falling behind.
½ termly report
Intervention records Collecting data for
reading interventions
5 Leaders to listen to children reading. To focus on low-attaining pupils and discuss their reading with them. HT DHT AHT / English leader Class teachers
1) Staff meeting Wednesday 9th November. Teachers to listen to children read and complete a reading interview.
2) To listen to readers and complete ofsted reading questionnaire
3) Pupil interviews with low-attaining pupils.
½ Termly > Listen to children read. > Complete pupil
questionnaires.
6 The school council to promote reading. HT DHT AHT / English leader School council
1) To have a book shop for parents and pupils to purchase books led by the school council.
2) School council to conduct reading learning walks and make suggestions for improvements (pupil voice)
Termly > Complete learning walk with the school council
Term 1 Updates 1.1)
1.3) Carried out by SG Autumn 1 – fed back to SLT in a summary (email attachment). 1.4)
1.5) KB to set aside time in Miss Worthington’s timetable for her to begin this. 2.1)
2.2) Evidenced during Reading Buddies. 2.3) Carried out by VR Autumn 2
2.4) Carried out by CM and KB, Autumn 2. 3.1) 3.2) 3.3) 4.1) 4.2) 4.3) 5.1) 5.2) 5.3)
6.1) Available at Parents Consultation, Autumn 1.
6.2) Carried out with SG – Autumn 1. Fed back to SLT. Key area: Quality of teaching, learning and assessment 1 To ensure that teachers embed
reading well across the curriculum equipping all pupils with the necessary skills to make progress.
AHT / English leader
Class teachers
1) Complete a whole school reading plan. – curriculum reading overview.
2) Class readers.
3) Identify additional reading opportunities across the curriculum.
4) To broaden vocabulary across the school using age appropriate weekly vocabulary lists.
Update termly
> Whole school reading plan > Reading learning walk. > Curriculum overviews. > Words of the week
2 Teachers to plan and deliver high quality read lessons.
HT DHT AHT / English leader Class teachers
1) Monitor guided reading planning. 2) Observe guided reading sessions. 3) Scrutinise guided reading journals and home reading records.
Termly > Collect planning > Lesson observations > Reading journal scrutiny.
3 To develop a love of reading with school.
Class teachers
1) To improve reading corners to ensure that they display books to promote reading. 2) To have a class reader – daily reading aloud time using high quality texts.
3) Reading incentives to encourage reading. 4) To continue to develop the school library. 5) Classes to recite poetry during assembly. 6) Forest school children to read a story during their session (woodland stories)
Termly > Learning walk – reading corners
> Pupil interviews > Audit of the library
Term 1 Updates
1.1) Completed Autumn 2 1.2)
1.3) Teachers questioned regarding when and how reading takes place. All teachers read aloud to class. Advent Books allowed greater opportunity for this – end of Autumn 2.
1.4) In place in corridor and in classrooms (learning walks) 2.1)
2.2)
3.1) Fed back to staff after VR/SG learning walk – monitored during further learning walk 8.12.16 and fed back to staff re progress.
3.2) Class readers in place. Do all classes have the opportunity for this daily? Question staff for Spring progress onwards to ensure consistency. 3.3) Implement book voucher for 100% attendance weekly draw – from Spring 1?
3.4) SL/KB have begun this process – ongoing. 3.5)
3.6) Begun in Autumn term – ongoing.
Key area: Personal development, behaviour and welfare 1 To develop a love for reading
across the school. Promoting reading for pleasure.
HT DHT AHT / English leader Class teachers
1) To set up ‘reading buddies’ across the school (Y6 children to reading with Y3 Y5-Y2 Y4-Y1) creating a community of readers. Children to use bloom’s taxonomy reading fans.
2) All children to visit the city library during house morning.
3) Arrange for authors / illustrators to visit school.
4) Continue to develop the school library 5) Roald Dahl day
6) World book day
7) To use drama and role play to help children to understand and access texts. 8) To provide an outdoor library for
children to access books within the outdoor provision areas.
9) Book clubs in years 5 and 6
Pupil interviews Pupil feedback from
reading buddies Drama workshops
2 To engage with parents to promote the importance of
Parents / class teachers
1) Parents to read with children (10 min per day)
Parent reading workshops.
reading at home. 2) To have parent reading workshops. 3) Monitor home reading journals. 4) To produce a reading newsletter to promote the importance of reading at home
Assemblies including parents.
Term 1 Updates
1.1) In place – Autumn 2
1.2) Will all houses achieve this by July 2017?
1.3)
1.4) SL/KB have begun this process – ongoing. 1.5) Celebrated November 2016
1.6) Spring term 1.7)
1.8) 1.9)
2.1) Communicated as an expectation. Staff meeting 14.12.16 to discuss further strategies to engage parents. Implement actions from this meeting to help meet this objective.
2.2)
2.3) Carried out VR Autumn 2
2.4) Discuss in line with agreed actions from 14.12.16 staff meeting. Key area: Outcomes for pupils’ achievement
1) To ensure that in each year group and across the curriculum, pupils make substantial and sustained progress in reading. HT DHT AHT / English leader Class
1) To have ½ termly reading assessments. 2) To collect reading data from each year group.
3) To analysis reading data and create development points for staff.
3) Pupil progress meetings
½ termly Data collection Reading progress
teachers 4) To implement and monitor reading interventions.
4) High attainers / accelerated progress readers are rewarded.
2) Pupils to read widely and often across subjects to a high standard, with fluency and comprehension appropriate to their age.
Class teachers
1) To monitor home reading journals 2) Ensure reading corners have a range of materials to read and they are inviting for children.
3) Audit curriculum texts are available in classrooms.
4) Check the depth and breadth within the curriculum.
5) To recruit and train volunteers for 1:1 reading.
Termly Learning walk Pupil interviews Audit reading corners Curriculum overview
3) To ensure that year 1 pupils achieve highly in the national phonics check. HT DHT AHT / English leader Phonics leader Year 1 teacher
1) Collect phonic trackers 2) Meet with Y1 teaching staff 3) Daily teaching of phonics in KS1. (Clare Murray to monitor)
½ termly Meet with phonics leader.
Term 1 updates.
1.1) Ongoing (Rising Stars) 1.2) Ongoing
1.3) – 1.4) – 1.5) – 1.6) –
2.2) Learning walks Autumn 1 and 8.12.16 have enabled areas to improve. 2.3) Spring 1.
2.4) During Guided Reading book / reading journal scrutiny – fed back to staff. Autumn 2. 2.5) Discussed with some parents at Consultation. Further action needed, Spring 1.
3.1) CM actioned, Autumn 1 and 2 3.2)
