Paddock School

Paddock  School

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Reading at the Primary School

 

Approaches to Reading at Paddock Primary School

Pupils who attend Paddock School have a variety of different needs. It was therefore felt that more than one reading scheme and a variety of approaches were needed to enable all learners to progress with their reading. We have investigated a variety of Reading Schemes and have decided that the ‘One Scheme Fits All’ approach does not work at Paddock. At the Primary School we have introduced ‘Phonics Bug’ alongside The Oxford Reading Tree. Each scheme teaches phonological awareness and blending skills in a practical and fun way.

Phonics Bug

Pupils are taught throughout the curriculum that objects or print can be representational, and we use “Bug Club” to help pupils develop their literacy skills. “Bug Club” was chosen because of its links to CBeebies which many of our children find extremely motivating, and there are not only print books to help the children develop their reading skills, but a range of interactive activities that can be shown to the whole class on the whiteboard, or worked on individually or in pairs at a   computer.

Phonics is the key to opening up the reading world e.g. to read other languages. However, it is very difficult for some pupils with SEN to master (e.g. pupils with Autism and Downs Syndrome). It is important to evaluate how much focus is placed on Phonics and maintain a balance with sight words, book appreciation and guessing from context. We also use 'See and Learn' for pupils who need the focus to be on sight reading instead of phonetical sounds and blending. Additionally pupils are given opportunities throughout their day to access environmental print, sensory stories, personalised books and audio books.We aim to ensure that:- children are taught to value books and reading materials, including computer-based programs and the internet· children develop as readers in a stimulating environment.

We aim to ensure that children are encouraged to develop their reading skills through speaking and listening with a focus on developing understanding.

Opportunities for Reading

  • children are able to recognise and interpret photographs / pictures / signs and symbols
  • sufficient daily time is allowed for developing and extending reading skills and comprehension
  • children have experience of a range and balance of teaching approaches

Assessment

  • the children’s level of achievement is regularly assessed (using B squared + other assessments) and individual needs recognised and used in planning
  • progress in acquiring reading skills, including the development of comprehension, are continually monitored to support the generalisation of these across situations

Parents

  • parents are encouraged and enabled to support their child’s reading development
  • children and parents are encouraged to take part in the home-school reading programme

Staff CPD

  • there is continuous staff development in relation to the teaching of reading

School Library and Resources

  • children are involved in choosing from a selection of reading materials
  • children experience handling a variety of books and have access to a wide range of high quality reading resources
  • each site will have a reading trolley with a range of different books
  • there is a school library at the Secondary School and the children from the Primary School will be given regular opportunities to visit the library and to borrow books

Teaching Strategies

  • teachers will use a range of strategies to teach reading
  • children are encouraged to share books and ‘read’ alone or together for enjoyment
  • structured individual reading objectives are used to inform the daily teaching of literacy at individual and group levels

ICT Opportunites

  • ICT is used as a means of enabling children to access the curriculum and to reinforce and extend their skills and learning