Please use the shortcut links below to access our information about: Reading, Phonics, Writing and Talk for Writing, or simply scroll down the page.


Reading

Intent

Our curriculum is designed with reading as a priority. We aim for every child at Bloxham C of E Primary School to:

  • confidently and fluently read with understanding
  • develop their enjoyment of reading and personal preferences with a love of books
  • acquire a wide and varied vocabulary
  • read a wide variety of texts including literary classics and modern novels

Implementation

From day one in the Foundation Stage, the teaching of reading begins with phonics. We follow a synthetic phonics programme: Read, Write, Inc. Children are taught phonics daily. In this lesson, they also participate in speaking, listening and spelling activities linked to the sound they are learning.

If children are not secure in their decoding skills by the end of KS1, they will continue to access the phonics programme in Year 3.

When children are able to decode text effectively, we develop their comprehension skills so that they can read age-appropriate texts with fluency and understanding. We focus on developing vocabulary and specific reading skills, such as: clarifying, questioning, predicting, making connections, making inferences, and summarising. Each day, vocabulary is specifically taught, and modelled to the children. In years 3 to 6, this takes place in our Word of the Day session and in whole class reading lessons.

Promoting reading for pleasure is at the forefront of implementing our reading curriculum. See our page on We Love Reading for further information.

Impact

At Bloxham Primary School we see the success in reading through the enjoyment and love of reading shared in every classroom. Pupils will be confident in discussing the books they have read and love with both staff, and other pupils.

We measure the impact through discussion with staff, children and parents, learning walks, book looks and formative and summative data.

 

We Love Reading

At Bloxham, we are passionate about inspiring a love for reading. The importance that is placed on reading and the enjoyment a child has of reading is well known to have a significant impact on a child’s later life.

‘Making sure that children become engaged with reading from the beginning is… one of the most important ways to make a difference to their life chances’ (The Reading Framework, 2021). Therefore, reading should be part of our everyday lives. We model this every day across our school and we aim to support children to find their reading preferences.

Here are some of the ways that we encourage a love for reading:

  • Class novel / daily story time read by the teacher
  • Paired and independent reading
  • Reading recommendations
  • Informal reading opportunities with ‘book talk’
  • Inviting, cosy reading environments in every classroom
  • Author visits
  • Celebration of World Book Day and book fairs
  • Displays of favourite books

 

Book Talk

A great way to encourage a love for reading is to talk about books. A culture of reading for enjoyment can develop life-long habits that will help children in all of their learning in primary school and beyond. Teachers discuss what they are reading with the children, make recommendations and inspire their class to do the same.

Each week, the whole school discusses a question linked to our love of reading. You may like to ask your children about which question it is this week so that you can continue the discussion at home. Modelling our love for reading as adults is a great way to enthuse children.

Here are some examples of the questions that come up throughout the year:

  • If you could be any character from a story, who would you be and why?
  • Should you read the book before watching the film? Why?
  • Name one book everyone in this room should read before the end of the year.
  • Which author would you pick to write a story with you as the lead character?

 

Opportunities for Reading

At Bloxham Primary, we believe that reading should be at the heart of the education we deliver. Children have the opportunity to apply their reading skills across the wider curriculum.

Children are heard read in a variety of ways. These include:

  • 1:1 reading
  • Reading aloud to the class in both whole class reading / reciprocal reading and other subjects
  • Reading in pairs / groups

 

Useful websites

Here you can find advice for how you can help at home for each age group:

https://home.oxfordowl.co.uk/reading/early-reading-skills-age-3-4/

https://wordsforlife.org.uk/

 

Free Online Books from Oxford Owl

https://www.oxfordowl.co.uk/for-home/find-a-book/library-page/?view=image&query=&type=book&age_group=Age+4-5&level=&level_select=&book_type=&series=#

 

Local libraries

https://www.oxfordshire.gov.uk/residents/leisure-and-culture/libraries/find-library/banbury-library

https://www.oxfordshire.gov.uk/residents/leisure-and-culture/libraries/find-library/adderbury-library

 

Book lists

https://schoolreadinglist.co.uk/category/reading-lists-for-primary-school-pupils/

https://www.booksfortopics.com/

https://www.lovereading4kids.co.uk/  This website is useful for downloading an extract of the story so that you can read a chapter first to see if it’s something you would like.

Reciprocal Reading

Reciprocal Reading is a framework for teaching understanding in reading. It improves reading by teaching children strategies that they can use to help them understand what they are reading and can be used by children of all ability levels.

  • Reciprocal Reading can be used by children of all ability levels.
  • It encourages children to think about their own thought processes.
  • It helps children to be actively involved and boosts confidence.
  • It is challenging and fosters a real interest and excitement for reading.

The strategies we use, which will be explained further on, are

  • Making connections
  • Predicting
  • Visualising
  • Clarifying
  • Questioning
  • Summarising

These strategies are used, before, during and after reading. They are introduced over a period of time to ensure each strategy is fully understood.

Initially the teacher models the strategies. Gradually the children’s confidence and competence increases and the adult input decreases. The eventual aim is that children will use the strategies independently.

 

What does Reciprocal Reading involve and how can you help at home?

Making connections – This helps us make links to what we already know and new information.
With your child look at the title, pictures, and any headings. Ask your child to think about how the text relates to their life or experiences, a book they have read, events in the real world or something they have read on the computer, seen on TV or heard in a song.

Predicting – This uses clues to make guesses about what is being read.
Ask your child to predict what they think might happen in the text they are about to read. Ask them to explain their reasons for thinking this. They can also predict as they read through a story to guess what might happen next. After reading encourage your child to check if their predictions are correct.

Visualising – Good readers create pictures in their minds as they are reading and this helps them understand the story. Good readers don’t just read their stories, they live their stories!
Have your child stop and think about what they see in their minds. Have them close their eyes and picture it.  What do they see?  What do they hear? What do they add to their own picture to help the image come alive?  Encourage them to use all their senses and build on what the author has said. See more than what is in the text.

Clarifying – This is where readers look for clues to help make sense of unknown words.
During reading ask your child to pick out words or pieces of text they are unsure of. Talk together to try and work out what the word might mean, by using some fix up strategies. (Strategies to help clarify.)

1. STOP and think 5. Make connections
2. Reread 6. Look at pictures
3. Read on 7. Substitute  a word
4. Visualise 8. Look it up

 

Questioning – We ask questions as it helps increase our understanding of the text.
Ask your child to make up questions about the text. Good questions ask who, what, when, where, why and how.

Summarising – We do this after reading because it helps us draw out the main ideas and shows our understanding of the text.
Ask your child to tell you about the most important information and put it into their own words.

 

 

Phonics

At Bloxham C of E Primary School we use the synthetics phonics programme Read, Write Inc. Children begin phonics on day one in Foundation Stage and are taught daily in small groups. Alongside the groups, RWInc teachers will refer to the programme throughout the day, for example referring to a speed sound or green or red word at any given time.

Teacher is sitting in the classroom with her primary school students, reading a story to them.

 

Assessments are completed by teachers each term and then passed to the RWInc manager to regroup children. The groups are fluid so that teaching is targeted to their individual needs. To support children throughout their time at Bloxham C of E the speed sounds charts are displayed in each classroom throughout the school for children to access consistently regardless of age and stage.

 

Reading

It is our vision that every child at Bloxham has a love of reading, and language and ideas absorbed from books can be applied to their own writing. Within the classroom, book corners allow pupils to access books of their choice and instil the importance of reading within the learning environment. A levelled set of books are available for pupils to change regularly. These levelled books are from Macmillan, Reading Bug books; Oxford University Press, Project X books and McGraw Hill Kingscourt Reading books The children are able to take two books home, one choice and one levelled.

During Reciprocal Reading within the classroom, pupils in ks1 read related RWInc books related to their reading level. The school library is a secondary resource of books and also provides an inspirational learning space which has explicit links to our English topics within the murals and imagination boxes displayed.

 

 

 

 

 

 

 


Writing

 

Writing Overview

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Intent

At Bloxham our intent is for children to

  • Write with confidence, fluency and understanding
  • Be able to self-assess, edit and develop ideas further
  • Have an interest in etymology (where words originate from) and develop a rich vocabulary
  • Know, understand and be able to write in a range of genres in fiction, non-fiction and poetry
  • Recognise and use features of specific text types
A Young boy practices writing alphabet characters while homeschooling.

Implementation

During English lessons, children engage with high quality texts that contain varied and rich vocabulary to promote a love of writing and literature. We inspire young writers by using strategies and adapted techniques from The Write Stuff (Jane Considine) and Talk for Writing (Pie Corbett) approaches for example drama, experience days and narrative/story maps with an emphasis on cross-curricular links.

Once editing skills have been learned, the children are provided with opportunities to self asses, edit and develop ideas, therefore up levelling their written pieces.

In line with the new National Curriculum, we ensure that Spelling, Punctuation and Grammar are taught during writing lessons or as discreet sessions.

Impact

  • Pupils will enjoy writing across a range of genres
  • Pupils will have a passion for writing
  • Children of all abilities will be able to succeed as work will be appropriately scaffolded
  • Children will develop a rich and ambitious vocabulary
  • Children will understand how to adapt their writing according to the audience and purpose
  • Pupils will leave Bloxham being able to use a range of techniques to spell unfamiliar words

 


Talk for Writing

At Bloxham, we run Talk for Writing as a way of delivering our writing curriculum. It was developed by Pie Corbett and Julia Strong, it is powerful because it is established on the core principles of how children learn.

Talk for Writing enables children to imitate the key language they need for a particular topic orally before they try reading and analysing it. They become ‘storytellers’ who understand the importance of captivating their listeners in both fiction and nonfiction texts.

Through activities that hook their interest the children are introduced to all the different genres of writing, these include, voyage and return and overcoming the monster stories and information and instruction texts for non-fiction. They get the feel and the tune of the language they need to fit all the different genres for writing. They build on this year after year from Foundation Stage until Year 6 with teachers following a clear progression.

Excited by the text and can orally retell it the children work to create shared writing to show them how to create their writing, children are taught to write in the same style. The children learn to plan the story to get the right pace and feel and to use the plan as they write the text.

Finally, the children are encouraged to invent their own text, they use their own imaginations and all the skills they have been taught to produce an individual piece of work.

We have not only increased the children’s progress but have found that children and teachers alike love it.