Sheddingdean Community Primary School

Sheddingdean Community Primary School

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Ofsted 2011: "Parents and carers are very supportive of the school and one parent's comments sums up the views of others"
"The children are known as individuals and their educational needs are quickly identified and catered for."
"We view education as a partnership between home and school, a continuous process. We aim to involve parents/carers closely throughout the child's whole time at school."

Notices:

Reading

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Reading at Sheddingdean

 

At Sheddingdean we have created an environment that is literature rich with a vast emphasis on the enjoyment and love of reading. Through consultation the school is trying to mesh the process of reading and writing to enable children to become more critical thinkers.

 

Below you will find an outline of the reading opportunities we provide at Sheddingdean.

 

Reading time

  • In KS2 children read in small groups for 20 to 25 minutes and takes places daily after lunch time.
  • The teacher works with a focus group during book club sessions
  • In KS1 children read in small groups for 25 to 30 minutes and this takes place daily
  • Reading takes place daily in Reception Class and children read to an adult on a 1:1 basis.
  • Children have the opportunity to read with the teacher or Learning Support Assistant regularly.
  • Class reads text as a group. The children discuss, reflect and record what they have read.

 

Guided Reading at Sheddingdean

In KS1 the teachers work with small groups of children using multiple copies of a text. The children will be grouped according to their ability and the same text maybe used for extended periods of time depending on the learning outcome.

 

  • In KS1 the children cover a range of different texts over the year.
  • In KS2 guided reading is sometimes conducted as a whole class session and may form part of the weekly English lessons. In this instance the guided reading will be a longer session of 1 hour and include responding to reading through written work.
  • KS2 children are encouraged to work independently and make appropriate choices through ‘Paper, Scissors, Rock’ challenges.
  • Higher reading challenges are given to the more able during whole class guided reading sessions.

 

Guided Reading in KS1

A typical guided reading session is split into a carousal of activities:

Teachers work with small groups of children at a time to carry out focused reading work whilst class work on independent work or other tasks. E.g. one group may work with Learning Support Assistant on a 1:1 basis. Another group may carry out writing task based on their reading or carry out an activity around the key words of the week.

 

A Guided Reading in KS2

A typical guided reading session could flow in this way:

  • Introduction and discussion of prior understanding
  • Discussion of the learning objective and clarity of the skill that is being taught
  • Discussion about the book or text that is being read; Predictions from text clues
  • Text is read either independently or led by the teacher. The teacher will model ways to answer questions and demonstrate how to explicit skills are developed
  • Children are encouraged to make appropriate choices with the challenges in that session with support from teacher and learning support assistants
  • At the end of the session children will be encouraged to reflect and self- assess their work against the learning objective.

 

The texts that are used at Sheddingdean should always be a high quality which models the excellence expected in the writing of the planned writing cycle.

 

Phonics

Systematic phonics teaching happens in Key Stage 1 and for those children in key stage 2 that require it. Through the use of ‘Letters and Sounds’ programme  children are moved through the phases and are rigorously assessed on their segmenting and blending skills. This decoding helps support their approach to reading in all areas of the curriculum.

 

Reading Interventions

Where possible pupils are exposed to texts across the curriculum, this helps improve the importance of reading.

 

We are lucky at Sheddingdean to have parents and helpers who volunteer to come into school to read with children on a one to one basis and this is encouraged across the school.

 

Fisher Family Trust Reading interventions are used with certain individuals as well as Rapid Reading. These work on decoding, accuracy and comprehension.

 

Assessment of Reading

Reading is assessed through a variety of means e.g. teacher assessments and use of National Curriculum end of year expectations.

 

Targets

Across the school pupils are given reading targets and these are addressed on a regular basis.

 

Other Reading Opportunities

  • Pupils often get the opportunity to hear adults read for enjoyment.
  • Quiet reading opportunities throughout the day.
  • Book Power sessions where parents are invited in to read with children.
  • Author visits help to foster a love of reading
  • Participation in the Burgess Hill Best Book Awards group

 

Looking to the Future

We have a newly revamped and extended school library where children are able to borrow books in a more interactive way.

 

We have currently investigated the use of Reciprocal reading and this will soon be implemented as a comprehension intervention

 

At Sheddingdean we believe that a love of reading should underpin all aspect of the curriculum and we look for literary links wherever possible.