At Southridge we are extremely proud of the very high standards our children reach in Reading!

Our school’s approach to Reading

In reading we aim to enable pupils to:
  • become fluent, independent and enthusiastic readers who can read using a variety of strategies and for a range of purposes.
  • read with enjoyment and perceive reading as an activity which is a source of both pleasure and information.
  • read critically, evaluating what they find in written texts encouraging them to share their responses with others.
  • understand the layout and how to use different types of books.
  • understand and respond to literature drawn from the English literary heritage and from other cultures.
  • have access to a wide range of reading materials and help them to develop the ability to select appropriately according to their purpose.
Reading is a thoughtful process which requires the reader to contribute his or her own experiences and thoughts to the comprehension of the written word. The ability to read is fundamental to all aspects of life, and is central to developing understanding in a wide range of areas of the curriculum. As print occurs all around, it is important to think of reading in a wider context than only books.

We aim to develop, through our teaching of reading, the following attitudes:
  • curiosity and interest
  • pleasure and sensitivity
  • critical appraisal
  • independence
  • confidence
  • perseverance
  • respect for other views and cultures
  • reflection
The teaching and learning of reading runs across the entire curriculum. We aim to provide a rich reading environment to develop the children’s skills in reading. Teaching strategies aim to enhance children’s motivation and involvement in reading and to develop their skills through the following:
  • reading with other children
  • reading with an adult
  • shared reading
  • guided reading
  • reading aloud
  • independent reading
Every day, the children take part in shared reading as part of their literacy and each week they take part in Guided Reading/Individual Reading sessions with the teacher and support staff. Staff keep detailed records of reading progress.
Early Phonics - How we teach Reading
Learning to read is the most important thing that your child will learn at school. All other learning depends upon it so we work hard to ensure that children learn to read quickly and efficiently. We use the Read Write Inc phonics programme to teach reading skills in Early Years - Nursery and Reception. The children's core reading books and guided reading actvities are linked to the phonics being taught.

Reading is taught systematically by using a synthetic phonics approach so that children can tackle new words by blending sounds. Children learn how to ‘read’ the sounds in words and how those sounds can be written down. This is essential for reading, but it also helps children learn to spell well. We teach the children simple ways of remembering these sounds and letters.

The children also practise reading (and spelling) what we call ‘tricky words’, such as ‘once,’ ‘have,’ ‘said’ and ‘where’. The children practise their reading with books that match the phonics and the ‘tricky words’ they know. They start thinking that they can read and this does wonders for their confidence.

The teachers read to the children, too, so the children get to know all sorts of stories, poetry and information books. They learn many more words this way and it also helps their writing.
We use Read Write inc. as our core phonics scheme in Early Years and Year 1. In addition we use Oxford Reading Tree, Floppy Phonics, supplemented by Oxford Songbirds and Treetops. As the children progress they are offered a wider variety of texts, including a rich variety of high quality fiction and non fiction books.

We use various ways to find out how the children are getting on in reading. We use the information to decide what reading group they should be in. Your child will work with children who are at the same reading level as him or her. Children will move to a different group if they are making faster progress than the others. Your child will have one-to-one support if we think he or she needs some extra help to keep up.
How long will it take to learn to read well?

By the end of Y2 your child should be able to read aloud with some fluency books that are the right level for his or her age. At the end of Y1 children take a National Phonics check which is an indicator of how well they are progressing in their phonics acquisition. At the end of Y2 their reading skills - both decoding and comprehension are tested in SATS.

In Y 3 and 4 we concentrate more on helping children to understand what they are reading and be critical readers.
Across the school each year group sets 'Reading Challenges' - do ask a teacher to see them as we certainly know how to make them fun!
The children all become 'Reading Detectives' to help them develop those higher order inference skills. and enjoy reading.
Reading Support
Additional group or individual support is provided in all year groups for children who need reinforcement.

Independent and Home Reading - How parents can help
All children are expected to read from books which have been selected with them from school. These books are from our reading schemes and also from our classroom selection of fiction and non-fiction books. In addition children are encouraged to read from books they have chosen at home.

We encourage parents to read with their children every day until they are able to read independently and fluently.

Even when children are fluent readers, parents are asked to hear their child read and discuss the text with them as often as they can but at least weekly.

We ask that parents write a brief comment in their child’s Reading Record Book when they hear their child read, focusing on their child’s progress and give praise at every opportunity.

Children are also encouraged to keep a log of their reading as an aid for discussion with staff. Children in KS1 and 2 enjoy taking part in different Reading Challenges, gaining certificates and trophies for participation.

Parents are also encouraged to use the record book to make comments about their discussions/a note of any word/phrase which children did not understand which they could refer back to at a later stage etc.

We also encourage parents to keep reading to their children even after he or she has learned to read independently. This way they learn from a good role model how to read with fluency and expression. Children also see that reading is valued and pleasurable.