Reading

The Importance of Reading

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

Dr. Seuss (American children’s author, political cartoonist, illustrator, poet, animator, and filmmaker)

This quote perfectly sums up how important it is that our students read regularly and become skilled at something that really does affect their life chances. It is widely accepted that most students learn to read at primary school and will continue to get better at it as they get older. Our aim for these students is that they read for pleasure as often as they can so they can explore worlds, opinions, debates and perspectives that transcend the four walls at home and the four wings of our school. For others, we are equally ambitious that they experience the wonder of reading, and we are dedicated to supporting them on that journey.

Our students are given the opportunity to read a wide range of literature during their lessons and tutorials. As well as this, we have created a culture of reading that is evident not only in our vibrant and popular library but through the competitions and challenges that encourage our students to become word rich.

In 2024, we were excited to launch our new reading strategy that sets out our plan to accelerate the reading ages of our students. We aim that no student when they enter the school will be left without a reading intervention or support if they require it. This is so that all students can access the increasingly challenging curriculum they will face as they progress through school. In short, we are investing in reading because without the ability to do so and do so well, our students' life chances will be greatly affected.

How we screen and diagnose reading needs:

It is vital that we have sufficient reading age data so we can support students when necessary, using the correct intervention tool. Student reading ages and needs are assessed and diagnosed at the following times:

		Term 1	Term 2	Term 3
Year 7	Phonics and Fluency screening as and when appropriate	Star Reading Test NGRT	Star Reading Test	Star Reading Test
Year 8		Star Reading Test	Star Reading Test	Star Reading Test
Year 9		Star Reading Test	Star Reading Test
Year 10		NGRT

The Star Reading Test uses a variety of measures to assess students' reading abilities, including word recognition, vocabulary knowledge, comprehension, and fluency. The assessments are designed to be age-appropriate and aligned with national reading standards.

The NGRT (New Group Reading Test) is used to gather further evidence about the reading abilities of Year 7 students. This information will then be used to create literacy profiles for our weakest readers so that teachers know how to support them in lessons.

This test is also used to assess the reading abilities of Year 10 students so that teachers have accurate information about the reading needs of the students who require the most support in lessons. This is crucial as students begin their GCSE courses and encounter their most challenging texts yet.

Phonics screening:

This will take place so that we can ascertain the level of phonics support we will provide our students with letter sounds, letter formation, blending, segmenting, and tricky words.

TEAMS Fluency tests:

The online test assesses fluency by giving the accuracy rate, correct words per minute and any errors, enabling us to identify students who need further support and offering them the correct intervention so they can practise reading.

Interventions and support

Phonics

From September 2024, we will use Phonics lessons to support our very weakest readers because to read, children need to understand the alphabetic principle — the idea that letters represent the sounds of spoken language. For example, when a child is taught the sounds for the letters t, p, a and s, they can start to build up the words: “tap”, “taps”, “pat”, “pats” and “sat”. Phonics teaches children how to decode quickly and accurately so that eventually they can read words by sight. Phonics lessons can take place one to one or in groups in our dedicated reading room.  

Lexia

Lexia is an exciting online programme dedicated to helping students with their reading, comprehension and grammar skills. Created with students in mind, Lexia uses games, videos and visuals to aid our weakest readers practice and build on their existing skills to become confident and able readers. Students attend Lexia lessons twice per week in a computer room and are set some additional home learning so they are using the programme up to 3 times per week as evidence shows that progress can be made quickly if Lexia is used regularly.

Paired reading programme

Once a week, students in years 7 and 10 come together to take part in paired reading, an amazing opportunity for students in year 7 to read with a strong reader year 10 student. This has proven to be very effective in increasing the confidence and fluency of our year 7 students, as well as offering our year 10 students the chance to work with younger students, contributing to their personal development as well as aiding their applications for work shadowing placements and their Duke of Edinburgh voluntary element.

Accelerated Reader

Accelerated Reader is an educational tool that is used to monitor and manage student’s independent reading practice and comprehension skills. All students in KS3 are enrolled onto this programme and are supported by their English teacher and the School Librarian to read the book suggestions made by the programme. The book suggestions allow students to read texts appropriate to their reading age whilst also appropriately challenging them. Each term, students complete reading tests (STAR tests) which provide their individual reading age, informing teachers of their ability and allowing the leaders to identify students for interventions and further reading support.

In addition to the STAR tests, Accelerated Reader also allows students to complete regular quizzes on books and articles that they have read, giving them a chance to earn EPraise and an opportunity to foster a positive attitude towards reading. The quizzes are available 24 hours a day so students can do them form the comfort of their own home.

Southgate’s Reading Strategy 2024-2024

Lowest 20% of Year 7 Readers. Identified through:
CATs	SATs	Primary School Information

Further investigation through:
AR Star Reader Test	NGRT	Teacher feedback

Diagnostic Screening:
Fluency Screening	Phonics Screening

Interventions and Support
Paired reading for fluency practice	Phonics Lessons	Lexia lessons with 1:1 intervention and extra reading and English lessons	Personalised book suggestions through AR.	Regular parental communication	English teachers monitor reading for pleasure through AR and plan interventions.	KS3 Tutor time ‘Just Reading’	All teachers teach reading	‘Just Reading’ in English once per fortnight	Cold Read in English Lessons

How you can help your child at home

Improving your child’s reading age can start quite simply with encouraging them to read more, as frequently as possible, and to read a wide range of material. Regular reading improves fluency. This is when readers can read words automatically and with pace. Regular reading means they will come across the same words time and time again and will develop what we call ‘automaticity’. Parents and Guardians can help by encouraging students to read. If this is a struggle, please consider the strategies below:

Strategies to support your child with reading at home:

• Find books with a connection to something they love
• Look on the School Library website for a ‘Recommended Reads’ list
• Any type of reading is helpful, so try graphic novels
• Turn on the subtitles on the TV
• Try Barrington Stoke books, publishers of super-readable, dyslexia-friendly fiction
• Visit the library with your child 
• Try a ‘phone free’ hour and pick up a book
• Be enthusiastic about what they are reading: Ask them to describe a character or to read aloud an exciting bit
• Let your children see you reading for pleasure
• If you have younger children, ask your older (reluctant reader) child to read aloud to them
• Children can also read to pets
• Continue to read aloud to your children (even if they are fluent readers)
• Offer incentives
• Another idea is to find the book version of a movie
• Have them use an e-reader
• Try audio books
• Listen to audio books as a family
• Visit a bookstore
• Try biographies/autobiographies
• Non-fiction books linked to a child’s interests are a great way to spark a desire to read
• Gentle encouragement works best

The Online Catalogue via Accessit (see ‘quicklinks’ on our website) is accessible anytime and from anywhere. It is an online map of the resources we have in stock in the Library. Students can also make reservations on books they are interested in, and when the item becomes available, the Librarian will keep the copy aside for the person next in line in the waiting list.

The Library

https://uk.accessit.online/sth19/#!dashboard

School Library page via Quicklinks  or the link above contains the Online Catalogue as well as an  interactive home page with bookish news, new releases, competition announcements, Youtube video  links and carousels with books from various recommended lists.

To support subject specific reading, the ‘wider reading supporting the curriculum’ section has a multiple dashboard interface with book recommendations in various subjects that parents/carers are always after – this can be accessed via the School Library page ’Reading across the curriculum’ tab.

Students can also volunteer in the Library for their Dofe to gain new skills and confidence, and help organise the School Library and get involved in various tasks during their volunteering.

Students from Year 7 onwards can volunteer to become Junior Librarians who regularly help in the Library and get awarded for their work for the school community.

Southgate School Reading Strategy

Aims:

This policy is for the staff in our school. It aims to set out:

• Our approach to teaching, monitoring and assessing reading and literacy knowledge and skills
• How we will make sure our provision for the teaching of reading and literacy is of consistently high quality

Rationale:

Reading and the ability to do so proficiently, is a fundamental part of student success. Pupils who struggle to read when they begin secondary school are likely to become quickly disengaged if their needs are not identified and they are not supported. Further, without the ability to read, it is difficult to access written information, on paper or online. This will narrow the range of work and life opportunities a person can access. As well as the social, cultural and economic benefits reading provides, it also has emotional benefits as it is a form of relaxation, a place to escape everyday challenges, a source of entertainment. Reading allows readers to adopt new perspectives, develop empathy and become more socially conscious.

Legislation and guidance:

This policy reflects the requirements and expectations set out in:

• The SEND Code of Practice 2014 updated 2022
• The Equality Act 2010
• The National Curriculum programmes of study for English
• The Reading Framework 2023

Reading Strategy

Reading for all at Southgate School

We develop a culture of reading within our community through the following activities and events:   Our library, The House of Words, is a vibrant space with engaging and diverse books and displays that are updated regularly. There are regular reading competitions and events. The Librarian actively promotes reading and purchases exciting and engaging books. The Librarian provides one-to-one support to identified students during library lessons. Students are encouraged to strive for ‘word millionaires’ rewards. Book clubs offer opportunities for students to discuss what they have been reading. National Poetry Day is celebrated with a spotlight on ‘old but gold’ and ‘new and bold’ poets. Well-known authors visit our school and run workshops with our students. World Book Day events such as the reading relay involve the whole school. Key Stage 3 House Reading Competition for World Book Day Monthly ‘love of reading’ posters are displayed on classroom and office doors to show students which books staff members are reading. Reading ‘successes’ are shared with the wider school community via social media. The ‘Amazon’s Christmas Wishlist’ initiative regularly yields large donations of books to the school library.

 

Our Universal Offer			Targeted Intervention
The English Curriculum	The Wider Curriculum	Reading independently and for pleasure	Additional support for the weakest readers
There are fortnightly reading lessons within the English curriculum time for all students in KS3. All students in KS3 have library lessons with sixth form reading buddies. Termly Star tests are used to identify students who require intervention. Reading strategies are taught within the English curriculum (pre-reading, active reading, post reading). See appendix 1. Texts are carefully chosen to increase and improve contextual knowledge, perspectives and ideas.	Teachers of all subjects promote reading and provide opportunities for students to read in the classroom. Departments have audited their reading provision. Departments promote subject specific reading material on Access-It (online library). Students are encouraged to read varied and challenging texts across all subjects. See appendix 3. The teaching of literacy is observed as part of department review process.	Students write book reviews using the ‘Access-It’ library platform. Silent reading takes place in KS3 tutorial time Ten-minute silent reading takes place at the start of every KS3 English lesson. The Accelerated Reader Programme suggests appropriate and engaging reading material to all students in KS3. See appendix 2.	The paired reading programme is offered to Year 7 PP students who have a RA of 10 years + but below their chronological age. Reading intervention sessions and support is provided for EAL students. The Lexia programme is provided for students with a RA of 10 years and under. Lexia looks at three components of reading – word study, grammar and comprehension. Parents of the Lexia cohort are invited in for a Lexia launch to generate supportive relationships.

 

Reading Strategy

Action Plan and Next Steps

We develop a culture of reading within our community through the following activities and events:   Whole school INSET to develop a consistent approach to vocabulary instruction and reading strategies commencing with show and share (Etymology) and Twilight (Reading Strategies). A parent information evening about the importance of reading and how to support their child. The T&L handbook to be updated to provide specific reading strategies to support teachers across the curriculum. Literacy NPQ offered to appropriate staff members The LGB to be aware of reading strategy.

 

Our Universal Offer			Targeted Intervention
The English Curriculum	The Wider Curriculum	Reading independently and for pleasure	Additional support for the weakest readers
Embed and monitor practice.	The KS3 coordinator provides teaching staff with reading data to inform planning. Staff model expressive and fluent reading for students in every subject. Guided academic reading – teachers use consistent strategies for pre, active and post reading across all subjects following CPD. See appendix 1. Teachers use consistent strategies for vocabulary instruction including knowledge organisers, Frayer model, quizzing, morphology and etymology. See appendix 4. Subject specific wider reading lists continue to be promoted and students engage with them. See appendix 3. Embed the use of challenging text in lessons and for home learning.	Introduce reading aloud to form groups during form time. Offer training for staff who do not feel confident. Promote Access-It more widely. Introduce academic reading into the Sixth Form tutorial programme.	Monitor reading interventions and the impact of AR - Expiring Nov 2024. Appt of a Reading Assistant to deliver key stage 3 reading interventions. Review the current model of delivery for Lexia. Relevant staff receive phonics training and students with the lowest reading ages receive phonics intervention. Opportunities to develop fluency provided during registration time. Teachers are aware of students who need support with decoding and comprehension and grammar. Devise a system of simple literacy profiles that can be produced and shared with staff.

Appendix 1- Reading comprehension strategies

Pre-reading:

• Activate Prior Knowledge/Previewing - looking over your reading material to become familiar with its content before you begin reading it.
• Explicit teaching of vocabulary – increase depth of word knowledge.
• Predicting - to get meaning from a text by making informed predictions. Good readers use predicting to connect their existing knowledge to new information from a text to get meaning from what they read.

Active Reading:

• Modelling reading - occurs when teachers read aloud to the students and demonstrate reading strategies.
• Echo Reading - students read shorter sections of text after having it modelled by a teacher, other adult or peer. It provides students with a strong scaffold for reading aloud, allowing for quick, positive and corrective feedback.
• Clarify - involves children identifying problem areas and then using repair strategies such as reading on (to give more information), re-reading more slowly, looking at pictures, consulting a dictionary, using prior knowledge, reflecting on the text read so far, rephrasing a difficult sentence or section.
• Questioning - asking questions before, during and after reading to develop a deeper understanding of the text.  
• Visualising - students create pictures in their minds as they are reading through a story or text.  

Post Reading:

• Summarise - telling the most important parts of a text, in your own words, in a much shorter way.
• Inference - making a guess about what you don't know based on the information available
• Reflection - to elicit your informed opinions about ideas presented in the text and to consider how they affect your interpretation.
• Skim and scan - Skimming is reading rapidly to get a general overview of the material. Scanning is reading rapidly to find specific facts.
• Story maps - a graphic organiser that helps students learn the elements of a narrative.
• Retelling - involves having students orally reconstruct a story that they have read.

 

Appendix 2 – Accelerated Reader

All students in KS3 are enrolled on the Accelerated Reader Programme.

As part of this programme, pupils complete termly reading tests that enable us to give each pupil a reading age and a reading target, as well as advice on the range of books that are suitable for them.

Throughout the year, pupils are rewarded by EPraise points for every quiz taken in their ZPD (Zone of Proximal Development) and more for every quiz passed.

Appendix 3 - Reading for Pleasure

Our school library, the ‘House of Words’, plays an integral part in our drive to improve reading across the school. With over 10,000 titles available, the pupils can browse and read fiction and non-fiction books covering a wide range of topics, featuring diverse characters and exploring a variety of issues that interest young people. Students can visit the library before, during and after school to borrow a book and engage in their own private reading. The school library supports both students and department areas by providing relevant resources to support the curriculum and advertising subject specific recommendations on our online library platform, Access-It.

All students in key stage 3 always have a library book with them as they will be used at the beginning of English lessons, during library lessons and tutorial. Dedicating time to reading increases student confidence in reading out loud in all lessons as well as developing their speaking and comprehension skills.

As well as offering students' regular access to our well-resourced library, we offer support and encouragement through:

• Access-It – Our online library platform provides a colourful and vibrant place for students to see the vast array of books on offer in the House of Words. The online library can be accessed at any time from home or in school.
• The School Librarian is available during library lesson, break, and lunchtime as well as after school to recommend and support students in their reading and reading choices.

Reading recommendations across the curriculum:

There are many department-specific reading recommendations students can explore and can access these via Access-It https://uk.accessit.online/sth19/#!dashboard. Teachers promote and drive these co-curricular opportunities as they seek to enhance and deepen student subject knowledge.

Appendix 4 - Vocabulary and improving student word depth knowledge

Our pupils are exposed to high level academic texts in all lessons. We encourage the use of academic words and phrases once they have been explicitly taught so that students are able to use them in a variety of contexts. We are committed to empowering pupils by widening and deepening their vocabulary as we understand the impact that vocabulary has on the quality of work produced, progress and the ability to express ideas and concepts.

Each subject's curriculum maps state key knowledge and understanding and therefore teachers can explicitly teach the associated vocabulary using their academic word lists.

Vocabulary activities:

1. Pre-teach with simple definitions and ask pupils to repeat back chorally.
2. Put into the context of a sentence (word webbing).
3. Break down vocabulary into parts (roots, prefix, suffix) to make links with other words.
4. Use in classroom talk or writing during that lesson. Link it to work covered.
5. Retrieve within the week and again later in the term. Use dual coding. Testing makes it stick!
6. Model and encourage prosody.
7. Repetition of unfamiliar vocabulary.
8. The Frayer model.