Intent, Implementation and Impact of Reading at
St Luke's Catholic Primary School
At St Luke’s Catholic Primary School, we are dedicated to enabling our pupils to become competent and successful readers who develop a genuine love of reading. Reading skills are the key determining factor for a child’s future academic success and reaching their full potential (World Literacy Foundation) and as we are committed to encouraging our pupils to become lifelong readers, reading lies at the heart of our curriculum. Reading is a priority so that all of our pupils can access the full curriculum.
We provide language-rich classroom environments and a curriculum where children are exposed to high quality language in a variety of forms.
At St Luke’s, we want our children to develop a love of reading and a good knowledge of a range of authors.
Our pupils’ reading journey starts in EYFS where they are taught Phonics using the Letters and Sounds phonics scheme. Phonics lessons continue throughout all of KS1, where children work, at their own pace, through the different phases of Letters and Sounds. This is complimented by whole class reading sessions, which offer our pupils the chance to discuss a high-quality text, therefore being given the opportunity to participate in meaningful talk.
Whole Class Guided Reading lessons take place in KS2. Teaching reading to the whole-class means that children of all attainment bands are immersed in the same high-quality literature and the discussions that these texts promote (Crosby, DM).
All children at St Luke’s are read to for at least 15 minutes a day. Class teachers work hard to ensure that texts shared within class are challenging and high-quality. They often show cross-curricular links, thus providing many opportunities for purposeful discussion across the wider curriculum.
At St Luke’s, ‘Reading for Pleasure’ is at the heart of our reading policy. Throughout the year, events are planned to promote reading for pleasure in the school community and within our classes, children are regularly given time to independently read a book of their choice. The reading areas in each classroom are a stimulating and attractive environment. They are designed to engage the pupils and inspire them to read. They contain a range of reading material and pupils are actively involved in the management of the reading corner.
We understand the importance of parents and carers in supporting their children to develop their reading skills. We encourage daily reading at home by sending home reading books from our reading scheme. Parents and carers have the opportunity to record comments about their child’s reading using our school website.
Children will leave St Luke’s as competent, confident and independent readers who possess a genuine love of reading.
We work with other schools within FAVSP to moderate planning, lessons and books; ensuring that progress is being made across all year groups. Assessment for learning is ongoing and our staff assess attainment in reading regularly, through both formative and summative methods. Children read regularly to adults in school and complete summative assessments at the end of each term.
The teaching of reading is monitored by leaders through learning walks, book scrutinies and Pupil and Teacher Voice.
Our Class Novels:
Class 1 Class 2
Class 3 Class 4 Class 5
September 2019 saw the launch of our whole school vocabulary tree. At St Luke’s, we believe that “words free your mind.” The children will draw on a rich and varied vocabulary to inform their thinking. By exploring the origins and meaning of words the children at St Luke’s will become confident readers and writers. They will be equipped to be articulate in forming their opinions and participating in discussions and debates.
Every half term, a ‘Reading Newsletter’ will be sent home. The newsletter will feature book recommendations from different members of staff, Q&As with children’s authors, book reviews, messages to St Luke's children from children's authors and will inform parents of what we are doing within school to promote reading.