Reading at Malmesbury Park Key Question Why do

Reading at Malmesbury Park

Key Question: Why do the core group of middle-attainers, consistently, not achieve age-related expectations in reading? Criteria ● Children have learned a range of retrieval strategies for finding information quickly and precisely in both fiction and on-fiction. ● The reading tasks children are set are well planned, challenging, appropriate to the subject and of interest to the children ● The sequence of learning the specific skills of reading (skimming, scanning, inference and deduction, comprehension), moves from teaching the concept through to practising using familiar concepts finally to application in a wide range of subjects ● Middle attainers in the core group can articulate why reading is essential to learning in other subjects, feel they are supported by the teacher to develop their skills and enjoy reading tasks that are pitched high and progress at a challenging pace.

Three year KS 2 data trend for Reading 2017 73% EXP+ national 72% 2018 59% EXP+ national 75% GDS 18% 2019 60% EXP+ national 73% GDS 27% 2020 predicted 62% EXP+ GDS 26% Challenges • Very high percentage of EAL children – currently 40. 9% which is almost double national average. Many of these come from first generation immigrant families and have little or no English. • High levels of turbulence with many families moving into and out of area. Stable core is 77% compared to national 85. 8%. Example current Y 6 cohort 31/90 joined since start Y 4, many EAL. • These factors impact very significantly on our children’s progress and ability to score well in SATs tests. In addition, core group of middle-attainers are consistently not achieving age-related expectations in reading. We need to improve outcomes for this group. How can we achieve this?

Vocabulary focus and Project Word Mats • Highlighted following gap analysis of 2018 SATS which showed lack of understanding of vocabulary as a key issue for a significant number of children – EAL and non EAL. Teachers now very aware of this issue. • Project word mats introduced last year - teachers introduce key vocabulary for each project in a reading lesson at the start of each project - teach the meaning of each word and create individual word mats. Refer to and use throughout project during all reading and other relevant lessons. • Project word mats combine words, pictures, definitions, uses in context depending on age/ability of children. EAL children take home and translate into home language. • SATs results showed improvement in 2019 (eg increase in EAL pupils reaching EXP+) but not significant enough. • This year, increased focus on vocabulary teaching – more ‘spiralling back’ to ensure that meanings become embedded and that vocabulary is being used by pupils. Short explicit vocabulary starter in each lesson started (one word a day from mat); pupils to be encouraged to upgrade vocabulary; use of classroom environment etc.

Reading teaching and learning English Reading Lessons • Specific reading skills from the NC Programmes of Study are taught through whole class lessons at least twice a week – increased frequency this year. • Skills are taught and objectives met through high quality texts which are linked to the projects so that they can be understood in context. We identified that texts may not have been challenging enough in the past so this year we are revisiting the texts as each project come up – ensure enough challenge to facilitate good progress. Also addition of more different types of reading in each project for learning and practising different skills eg non-fiction and fiction in History led projects to enable inference skills to continue. • Staff training has included looking at 2019 SATs analysis to ensure teachers are aware of key learning objectives to focus on – Retrieve and Record, Inference with evidence.

Reading Teaching Strategies Introducing more rigour to ensure that our pupils are for the challenges that they face. Include strategies from ‘Reading Reconsidered’. New model for reading lessons to ensure a deeper understanding – particular focus on the two strands identified. • Vocabulary starters • Close reading with text marking to improve understanding and give children a strategy that they can use for tackling challenging texts, first with modelling and then independently. • Lots of opportunities to practice skills linked carefully to learning objectives – present and use a range of formats to ensure that children develop the flexibility needed to address SATs questions. • APE model to scaffold inference questions (Answer, Prove, Explain). • Year 3 have trialled these approaches – being introduced to whole school in phases.

Continue with …. FS 2 and KS 1 focused group reading In addition, skills are taught through focussed group sessions. Each child to work in a group with their teacher on specific objectives including practising phonics at least once a week. Individual reading to an adult in school All children in school need to read individually with their class teacher at least once a half term. In addition, focus readers to read more frequently with an adult depending on need to improve fluency and understanding.

Reading aloud in class Class book read by the teacher to the class for 15 minutes every day. Increased frequency this year. Linked to the projects or selected from the teacher’s own collection or from Reading Spine boxes - must be quality texts above children's independent reading ability. Chance to read for pleasure and to discuss and explore vocabulary, themes, use of language.

Library Bus • About to start using. • Children will have access to greater range of quality texts - free choice in addition to their levelled book band reading book • Learn library skills and develop good reading habits • Promote use of community libraries Oxford Reading Buddy • Virtual reading service - access to lots of online books and quizzes • Comprehension developed through cartoon style ‘buddies’ who prompt, encourage and provide coaching and feedback • Reading made fun with incentives and reading badges • Engaging and inspiring for children – promote home reading and develop comprehension • Particularly helpful for some families eg EAL • Provides useful additional information for teachers about children’s reading habits and achievements including suggestions about when children are ready to move up a level.