At St Luke’s, we place reading and books at the centre of our curriculum. Throughout the school day, time is allocated for all children to read independently, read aloud and be read to. We are invested in providing children with lots of reading opportunities in developing children’s discrete word-reading skills and comprehension, and the need to engender their love of books and reading. These important elements are intertwined; each relies on the other if children are to become life-long readers.

Shared Reading

• In EYFS and Year 1 children should have a variety of stories read to them every day including planned shared reading sessions and big books.

• Years 1/ 2/3/4/5/6 should experience an adult reading a book to them each day during snack and drink time. Reading books aloud to children stimulates their imagination and expands their understanding of the world. This additional teaching time allows teachers the opportunity to emphasize different character voices, immerse children to new vocabulary etc.. A poster of the chosen class reader should be showcased the door of all classrooms.

• The lowest 20% of readers in each class should be listened to daily.

Class Teacher and Group Reading Files

• Each class has a reading file
• Reading file contents:
  • A list f the guided reading groups with reading levels (KS1 and LKS2)
  • Updated current Benchmarking results (Yr 1-6)
  • A highlighted and dated bok list per group of readers
  • A reading ntes section (including observations of children’s inference, deduction and comprehension skills) to store evidence from guided reading sessions. Each session with the children should see a focus, which is highlighted at the top of their observation sheet (KS1/LKS2)
  • PIRA test class results/ PM benchmarking/ YARC
  • Ntes from CPD

Reading files will be monitored termly by the English Subject Leader and SLT to quality assure. 

Guided Reading Books

• To avoid losing any of the guided reading books please take a full set (even if you only have a small group).

• To ensure that reading sets are correctly returned and ready for the next user it should be an adult that collects and returns guided reading books.  Self-selection “home readers” books are stored within class and children are trained to change these independently (with support in the younger classes). In EYFS parents sign in/out their own books.

• All guided reading books are returned the week before the end of term so that stocks can be checked and records updated.

Teaching of Reading expectations in each year group

Year Group	Reading Expectations
Reception	Little Wandle 3x sessions 2 x shared reading opportunities
Year 1	Little Wandle 3x sessions 2 x shared reading opportunities
Year 2	Guided Reading
Year 3	Guided Reading
Year 4	Guided Reading
Year 5	Whole Class Reading
Year 6	Whole Class Reading

Guided Reading- KS1 and LKS2

Reading carousel consists of a multiple of reading focused activities which the children can access independently. Ideas may include cracking comprehension activities, vocabulary activities, grammar focused games, story pots, independent reading (newspapers/ leaflets/ poems encouraged), comprehension cards and word finding materials e.g. wordsearches to enhance skimming and scanning capability. During these sessions the teacher always sits with a small group and listens to them read, recording all observations on a guided reading record sheet. Teachers should focus on the reading content domains and explicitly refer to these skills through the VIPERS (Vocabulary, Inference, Prediction, Explain, Retrieve and Summarise).

Reading carousel takes place in:

• Years 2/3/4 three times a week, each child read with weekly

 (All reading stage appropriate e.g. levels <12 being read with 3x week, levels 13-20 2 x week minimum).

Whole Class Reading- UKS2

In UKS2, children are taught reading skills through whole class reading sessions. These sessions provide opportunities for the children to model, demonstrate and practise reading aloud with fluency and expression, developing choral reading, echo reading and shared reading skills. Whole class reading sessions comprise of 3 sessions which focus on developing fluency, stamina and understanding of the text. In KS2, we teach reading using Literacy Shed Reading VIPERS. Lesson focus on a variety of reading skills, whereby skills are not taught in isolation. In addition, all children will have a reading lesson that focuses on an unseen text.

KS2 Content Domain Reference	VIPER
2a Give/explain the meaning of words in context	Vocabulary
2b retrieve and record information/ identify key details from fiction and non/fiction	Retrieve
2c summarise main ideas from more than one paragraph	Summarise
2d make inferences from the text/ explain and justify inferences with evidence from the text	Infer
2e predict what might happen from details stated or implied	Predict
2f identify/explain how information/ narrative content is related and contributes to meaning as a whole	Explain
2g identify/explain how meaning is enhanced through choice of words and phrases	Explain
2h make comparisons within a text	Explain

Phonics

• Phonic sessions are to be held every day in EYFS and Year 1, following the “Little Wandle Letters and Sounds” programme.
• Reception and Year 1 will begin to follow the Little Wandle Letters and Sounds revised Programme from Autumn Term 2023.
• Phonics (Letter sounds and sight words) should be checked at least half termly until children are secure.
• When phonics are secure in KS1, children should be provided with an independent reading activity such as comprehension cards or reciprocal reading (with some written evidence that this has taken place).
• When phonics is not secure in Year 2, sounds and blending to be continued into group provision activities during reading carousel (during reading session with the teacher).
• Little Wandle guided reading books should not be sent home. Class book boxes will be used to support children reading at home.

Reading at Home

• All children are encouraged to read at home with an adult and/or independently. 
• Parents are encouraged to sign the reading record to show reading has taken place and teacher must keep a record of the books sent home. A new book may only be sent home once the previous one has been returned. 
• Reading records/journal entries in writing books will be monitored by teachers.

ECOF

• ECOF volunteers work in school on a voluntary weekly basis.
• It is the class teacher’s responsibility to ensure that a levelled reading book and a Learning Intention are set each week to assist in their work. The collated information from these sessions are expected to used formatively and the evidence collated by the ECOF volunteers must be transferred onto SIMS by class teachers.

Reading Assessment

PIRA

• These tests are to be completed termly (Year 1 -6)
• Teachers should use the assessment information to inform their next steps in Teaching and Learning to ‘back fill’ any gaps in understanding or prior attainment.
• A copy of the results analysis grid should be kept in Class teacher reading files to inform next steps for each attainment group or individuals as needed.
• All score must be uploaded and shared onto the teacher drive. These will then need to be populated by ‘Mark’ (see Miss Round/Mrs Hepworth).

Benchmarking (Yr1-6)

• Formal benchmarking must be carried out twice per term up to PM benchmark Level 24 with children having a good comprehension, inference and deduction skills as well as the ability to read accurately and fluently. Dates are set on the school calendar and it is the class teachers responsibility to ensure the assessments are carried out at within the time set.
• % scores of pupil assessments must be added to PM benchmarking tracker.
• Two Benchmarking kits are available to be signed out of the assessment lead’s office. 
• Running records sheets are completed 1 per child.  The minimum expectation is 1 running record per half term for children reading at level 24 and below.

Moderation

• Moderation of reading will take place internally for years N/R/1/2/3/4/5/6 and externally for years R, 2 and 6. The first moderation should include reading evidence handed up from the previous year as well as any new evidence.