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Dosthill Primary Academy

Dosthill Primary Academy


Inspiring Life Long Readers

At Dosthill Primary School we are committed to inspire and ignite our learners so that they develop a love of reading. Throughout all aspects of learning, reading is explored in exciting and meaningful ways. The reading diet that we promote is varied, motivating and incorporates:

  • teachers read a class book daily to explore books beyond a child’s own reading age and to open the eyes of our learners to the vast array of book types, authors and genres that will tempt them to become lifelong readers;
  • shared reading during English lessons of a text encourages all learners to read out loud with appropriate fluency and expression as modelled simultaneously by the class teacher;
  • comprehension skills teaching to promote learners understanding of the text read in both an oral and written form;
  • incidental writing and linked writing to the text;
  • guided reading sessions where the teacher explicitly explores texts in depth with a group of learners and learners have the opportunity to read and respond to the text;
  • planned and incidental reading throughout the day such as: topic research, including i-Pads/internet and books, independent reading, paired reading, buddy reading and daily ERIC (Everyone Reads in Class);
  • using high quality texts to stimulate and promote children’s writing skills;
  • daily teaching of systematic synthetic phonics from Nursery to Year Two.

Phonics and Reading

Our primary approach to the teaching of early reading is through daily phonic teaching. Read, Write Inc Phonics is used as a planning tool to ensure progression and pace. All children up to Year Two take part in a thirty minute daily phonic sessions. Phonic skills and strategies are constantly referred to and applied throughout the day to support learners with reading and spelling.
Resources in the classroom support the application of phonics to reading/spelling with word mats and displays being used to enhance this further. Progress in phonics is assessed and tracked monthly using the Read, Write Inc assessment and half-termly using past Phonic Screening papers. Learners’ phonic knowledge is tested at the end of Year One with the Year One Screening Test and Year Two learners undertake reading SATs in the Summer Term; this along with teacher assessment gauges their comprehension and understanding of text.
In addition to phonics, we also recognise and support learners in developing other reading strategies which include instant sight recognition, context clues, picture clues and visual understanding of words.

Phonics resources for parents and carers can be found here.

Comprehension and Assessment

Throughout the school, learners are encouraged not only to decode words but to explore and understand text. This is achieved through whole class reading, guided reading and paired reading activities as well as written comprehension. We use the National Curriculum year group reading objectives to plan and teach reading effectively. Progress in reading is assessed and tracked through half-termly teacher assessments against the year group Reading Building Blocks. Also, learners are assessed termly using a standardised reading assessment test called PiRA – Progress in Reading Assessment. PiRA provides learners with a termly standardised reading assessment age. Pupils are allocated a book banded reading level to match their reading age. In addition, ongoing teacher assessment during guided reading ensures that planning is specific and precisely matched to learners’ needs and next steps.

The Dosthill English Spine

The reading diet that we offer learners is varied and motivational. Each year group has an English Spine which is comprised of a balance of fiction, non-fiction, poetry, guided reading and reading for pleasure books that are specific to each year group. Every child takes home at least one book banded reading scheme book as well as a free choice of books from the library. We also use texts such as comics, newspapers, eBooks, information leaflets, brochures and so on to add depth to the reading which our learners experience. Learner conferencing also helps us when ordering new books. Our library is well stocked with a wide range of authors and genres to tempt our readers. We encourage parents to read to and with their children and for all reading outside of school to be recorded each day in the reading record which is looked at weekly by teachers so that a comment can be made to promote a dialogue about reading between children, parents and teachers.

The following list is a summary of the reading schemes that we use in school

  • Oxford Reading Tree (Reception to Year 6)
  • Read, Write Inc Phonics
  • Collins Big Cat Readers (Key Stage One and Two)
  • Library/real books alongside the scheme book.
  • Badger Books – various popular authors/texts (Reception to Year 2)
  • Pearson Bug Club – phonic books (Reception to Year 2)
  • National Geographic non-fiction texts (Reception to Year 2)
  • All Aboard (Years 3-6)
  • Whole Class texts – various
  • RM eBooks
  • Phonic Schemes/Resources e.g. Letters and Sounds
  • Read, Write Inc Phonics