Menu
Home Page

Broughton Junior School

Reading and Phonics

“The more you read, the more things you will know. The more that you learn, the more places you’ll go.”

Dr. Seuss, ‘I Can Read With My Eyes Shut!’

At Broughton Junior School reading is given the highest priority as it is vital in order for children to become independent learners and achieve in all areas of the curriculum. We want children to become enthusiastic and reflective readers, who know the importance of reading as a life-long skill in the wider world but who also appreciate the written word as an art form.

 

Our English curriculum is developed around high-quality texts, selected to inspire and challenge our children. Where appropriate, these texts are linked to each topic and are introduced to children using the Power of Reading approach to explore them in depth, enhancing reading comprehension and encouraging children to ‘read as writers’. Through teacher questioning, pupils are steered into wondering about the text and the language used to develop a shared sense of enquiry as they reflect on, articulate and are made accountable for their responses and ideas.

 

The design of the activities ensure that known aspects of the text and language are covered, key questions are considered and reading strategies are practised within English lessons. In this way, the way pupils are encouraged always to think about their reading and their writing as in dialogue with each other; the way they are encouraged to develop a certain sense of control when they are reading and when they are writing.

We promote reading throughout the school and the curriculum in  a number of different ways:

  • Each class has guided reading lessons to teach children the skills for comprehension
  • Phonics is taught regularly in the first term of Year 3 and then as required through intervention
  • English units of work are based around a core, high-quality text
  • English lessons include the deconstruction and discussion of vocabulary and technical language
  • Class readers are selected from the school Reading Spine
  • Reading skills are applied in other subjects across the curriculum
  • Stories are shared in assemblies and during class reading sessions
  • Each class has a weekly visit to the school library
  • Special reading events such as ‘Book Week’, storytelling sessions, visiting authors and poets, and reading competitions
  • Children needing additional support may have one to one time with staff, volunteer reader support and/or be paired with a reading buddy
  • Reading is assessed regularly by staff and children are given clear, focused next-steps-for-learning so they know what they need to work on in order to improve
  • Parents are kept informed about how to support their children with reading through a booklet, reading workshop and parent consultations.
Top