Reading subject information
Throughout the curriculum we aim to ensure that all children become competent, confident and life-long readers. As a school, we recognise that reading underpins all other learning and is a crucial skill required to give our children the best start in life.
Intent
At Thorpepark Academy, we provide an engaging, high-quality reading curriculum that will equip all pupils with the skills they need to be accurate and fluent readers. We ensure that learning to read is prioritised when pupils join the school and that these skills are developed year upon year.
In addition to children’s precise word reading capabilities, we ensure that insightful comprehension is gained through developing the key reading skills that underpin Thorpepark’s reading curriculum. These skills include:
- Predicting
- Clarifying
- Inferring
- Questioning
- Thinking
- Summarising
Our reading curriculum aims to lay the foundations for the children’s future and our philosophy is that pupils will learn to read, in order to read to learn. Gaining these fundamental skills will allow our pupils to become enthusiastic, effective and critical readers.
Through interactive, fun and stimulating lessons, the children will follow a robust phonics programme (Little Wandle) to develop their early reading skills. The school uses phonic units that children progress through as their phonic knowledge grows. Fully phonically-decodable books are provided to ensure that children can apply their existing knowledge with confidence. Once pupils have worked through all phonic units, benchmarking assessments are used to assess children’s word reading and comprehension abilities which ensures that the books they read independently are providing appropriate challenge.are providing appropriate challenge.
Our engaging reading curriculum, aims to inspire children to develop a genuine and long-lasting love of reading. The use of quality texts, detailed on each year groups literacy spine, ensures that children are exposed to high quality literature and vocabulary from a young age. Literacy spines also ensure progression throughout the curriculum and exposure to a broad range of genres, authors and text types.
Through guided reading sessions, pupils in KS1 upwards will be given the opportunity to unpick the language, characters and content of different reading material. They can share their ideas and thoughts with one another, as well as ask and answer questions to deepen their understanding.
Children at our school are encouraged to read beyond the classroom through a range of incentives and experiences. These include:
- Daily story time throughout the school
- ‘Bedtime Reading’ – a library loan service available for pupils to borrow and share stories with their families at home
- ‘Reading Legends’ KS2 reading club
- Home reading reward system
- Reading challenges and competitions
- ‘Stay and Read’ sessions with parents
- Author visits
- Book vending machine
Further information:
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“Parents work in partnership with leaders and staff.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“The school’s offer for pupils’ personal development is exceptional.”
“There is a truly inclusive ethos.”
“Pupil ambassadors check on other pupils’ well-being.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Pupils love the ‘Thorpepark 50’.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“Pupil mentors support younger pupils and those new to the school.”
“Pupils are motivated to learn.”
“Leaders know the pupils, their families and the community very well.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Pupils thrive at Thorpepark Academy.”
“Pupils learn about people and places from their local area in all subjects.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“Pupils learn the importance of contributing to their community.”
“Leaders prioritise pupils’ well-being.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Pupils are well prepared for secondary education.”
“Children in the early years get off to a good start.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Pupils understand how to keep their minds and bodies healthy.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Pupils are exposed to a wide range of high-quality books.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“Leaders have ensured that the teaching of reading is strong.”
