Reading and DEAR

Reading and DEAR

Drop Everything And Read
Visit our photo albums to see our logo designs with professional Graffiti artists and the entries for our DEAR in unusual places

Expectations for the teaching of Reading

Reading- a non-negotiable at Offa’s Mead

Too many children in England do not read well enough by the time they leave primary school. (Reading by Six, how the best schools do it- OFSTED 2010

At Offa’s Mead we aim to teachevery child to read, regardless of their social and economic circumstances, their ethnicity, the language spoken at home and their special educational needs or disabilities.

All children should be reading at standards appropriate to Level 1A/2C when they are six, that is, by the end of Year 1. In 2012/13, 70% of Year 1 achieved the expected level in the Phonic Screening check at the end of Year 1, exceeding the national average of 58%. For those children who did not meet the standard, support 3 mornings a week has been provided on a 1:1 basis to close the gap to their peers as quickly as possible. 80% of these children achieved the standard in 2013/14.

Success for Offa’s Mead is based on a determination that every child will learn to read, together with a rigorous and sequential approach to developing speaking and listening and teaching reading, writing and spelling through systematic phonics (using the Letters and Sounds programme). In EYFS and Key Stage 1 pupils are given opportunities to apply what they have learnt through reading – including time to read aloud to adults to practise their decoding skills – writing and comprehension of what they are reading. Teachers plan structured sessions (using the Letters and Sounds programme) with fast pace, praise and reinforcement, perceptive responses and active participation by all children. Children are grouped where appropriate and work with both Teachers and TAs in these groups. Some children receive 1:1 support to accelerate progress. Our broadening, Creative Curriculum gives children opportunities to talk and listen in a wide range of contexts. We use story mapping and storytelling to develop their familiarity with books and stories and their knowledge of the meanings of words.

We are introducing new learning technologies to support our existing resources to support teaching. Resources include:

    • Oxford reading Tree Songbirds Phonics
    • Oxford Reading Tree
    • Phonics Bug (Pearson)
    • Bug Club (Pearson)

Regular assessment of individual pupils’ progress, phonic knowledge and skills identifies quickly the pupils who are failing, or in danger of failing, to keep up with their peers. Effective provision for them to catch up is put in place early and there are high expectations of what all pupils should achieve. Including additional small group work focused upon identified areas of weakness.

From Year 2 and in Key Stage 2 we use DEAR- Drop Everything And Read, to highlight the importance of reading in the Academy. We also use the Accelerated Reader programme to:

  • Motivate pupils of all ages and abilities to read more and better books
  • Diagnose problems and direct ongoing reading practice
  • Raise literacy standards amongst all pupils from Years 2 to 6
  • Develop a lifelong love of reading in children
Accelerated Reader allows us to monitor engagement (reading time, participation in quizzes, number of books and even words read), success (those children scoring 85% or above on quizzes) and analyse the performance of groups. AR also provides strategies to support individuals’ progress. To further improve standards in Reading, we are building a more consistent approach and aim to make every minute of every lesson count- reading across the curriculum.

 As of the September 2014- 1019 books read and 4,862,778 words!

Develop lifelong readers and learners with Accelerated Reader (AR)

All learning starts with reading. Reading is a skill and, as with every skill, requires not just instruction but practice. Accelerated Reader enables powerful practice by providing data to monitor and personalise reading activities and reinforce the understanding of content-area topics. AR is designed to be part of a comprehensive reading programme that supports and enhances textbooks and instructional materials.