Reading is embedded throughout our curriculum to create a strong foundation for literacy skills. We strive to offer a vibrant reading environment that supports the growth of reading in pupils. Our approach focuses on nurturing motivation and engagement in reading through varied practices, including:
- Reading with peers
- Reading with adult support
- Shared reading activities
- Guided reading sessions
- Reading aloud to others
- Independent reading
At The Woodlands, we have made significant strides in improving reading outcomes across all provisions, with targeted strategies that cater to the diverse needs of our students.
The Primary Provision utilise the Little Wandle phonics programme, which has been highly effective. All pupils who engaged in daily phonics lessons made clear progress, moving through phases and demonstrating improved decoding and reading fluency.
At The Bridge, we prioritise collaboration among staff to evaluate the previous year’s reading interventions and set new objectives. This year, we have introduced 1:1 phonics interventions using the Abigail Steel phonics program, specifically designed to support our weakest readers. This structured approach aims to enhance reading skills and build confidence among students who may struggle with literacy.
In the Elms, pupils undergo comprehensive baseline assessments in reading, spelling, and writing upon arrival; allowing identification and specific targeted areas for improvement. The upcoming implementation of IDL literacy and numeracy software will provide personalised support led by an intervention tutor. To foster a love for reading, we encourage independent and guided reading sessions, complemented by the Renaissance Programme, which tailors reading recommendations and rewards students for their progress. This holistic approach is designed to empower students, enhance their reading confidence, and encourage ownership of their learning journey. This is all underpinned with the Abigail Steel phonics program.
At The Maples, we emphasise reading as a cornerstone of our educational philosophy. All Pathway 2 pupils participate in dedicated reading lessons, supported by an inviting reading area and vibrant displays that celebrate literature. Excerpts from engaging articles are shared during breaks to stimulate discussion, while termly assessments track reading progress. The successful trial of the Abigail Steele phonics program in Year 10 demonstrates our commitment to enhancing literacy skills across the board. By integrating reading into our curriculum and ensuring that all staff are equipped to support literacy development, we are creating a rich culture of reading that fosters student growth and confidence
In Alternative Provision, stakeholders collaborate to enhance reading skills by actively involving Alternative Providers in the planning of the English and Reading Curriculum during half-termly meetings. This ensures the curriculum is engaging and supports student progression through a diverse selection of fiction and non-fiction texts; linked to cross-curricular themes. Termly reading assessments identify students who benefit from The Abigail Steel Phonics scheme, which is implemented across all three-day provisions. The AP Teacher ensures high-quality delivery and access to effective reading resources, fostering a strong reading culture within Alternative Provision.
In the EHN provision, pupils reading abilities are assessed through the NGRT testing program, which provides detailed reports on their reading strengths and weaknesses. These insights enable teachers to tailor interventions and adapt teaching strategies, ensuring that all staff members, regardless of their subject specialisation, understand the implications for teaching reading. The emphasis on reading as a shared responsibility across the curriculum is further supported by continuous professional development from ‘That Reading Thing,’ alongside resources from the Abigail Steel phonics program.