Twitter

22/06/22

A gorgeous day for Y6 to explore the gardens and museums of https://t.co/iXcJStcJqK

21/06/22

Our last session of the year with the amazing Edward at Peckham Library - we can’t wait until September for more tongue twisters, songs and stories! https://t.co/Ws5grHOky7

19/06/22

Congratulations friends 💕💕 so proud of you! https://t.co/G8lqnQXbTX

17/06/22

Y3 cooling off with a helping hand from Ms Mahlojian https://t.co/8z0iQ2K79C

17/06/22

🔆🔆🔆💦💦💦💕 https://t.co/QPB056hLqD

17/06/22

🔆🔆🔆🔆💦💦💦💦💕 https://t.co/EDkT1fQ0c8

17/06/22

Year 4 chilling out in the sun after their cool pool extravaganza. https://t.co/gDsnbM2Pti

17/06/22

Pools ready for fun Friday!!! https://t.co/uimZlBQvVy

16/06/22

What an afternoon for a workout with for https://t.co/tTeSKpKIF1

16/06/22

Nothing beats a book fair in the sun! https://t.co/MEMDxR2Tes

15/06/22

Staff meeting on Music and History! Checkout our listen and recall :) https://t.co/VTOMwho3K9

15/06/22

Reading ambassadors at work! Watch out! Book fair planning, reading assemblies, opening of unpublished books.... https://t.co/nvfTwmpQe3

14/06/22

Digital skills on display in Y2, collecting data from each other and creating pictograms and bar charts! https://t.co/Jdk4bw6BJq

14/06/22

Y2 pupils using a lunchtime library pass to put on a ⁦⁩ show! ⁦⁩ https://t.co/HcKtDNZ36s

13/06/22

Congratulations to the Year 5 percussionists who performed with the Multi-Story Orchestra on Friday. You were FANTASTIC and we are so proud of you!! https://t.co/pEqSXQHCgE

07/06/22

A massive thank you to the volunteers from for the fantastic, fun sessions today with Y3 and 4! We loved getting into our copies of Kay’s Marvellous Medicine, playing ‘true or poo!’ and trying to draw like https://t.co/5HsLHTf8A7

07/06/22

Before half-term, Y2 enjoyed making bug hotels for local mini beasts! We had a great time today checking on our hotels to see what had moved in… https://t.co/ES6UuNeoLK

30/05/22

Faces were painted, rats were splatted, ice cream & jollof rice were devoured, and teachers & pupils were soaked. https://t.co/Pr554N8sE6

30/05/22

Meeting the Queen at HFSP Jubilee STREET PARTY https://t.co/ijHOYIUObU

28/05/22

Jubilee celebrations https://t.co/aQLg34bTL2

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Central Office

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Clapham

Croydon

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Southwark

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Wandsworth

Westminster

English (Reading)

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Our Vision

We have developed a set of Values and ‘Habits of the Mind’ which are embedded in all aspects of our school culture.

We believe that our values must become habitual if children are to be effective citizens and workers in 21st Century. They must be able to communicate, to collaborate in teams, to continuously learn and to function in a data-rich society.

We aim to develop a school community who can:

Build healthy RELATIONSHIPS by becoming

RESPECTFUL INDIVIDUALS.

Experience positive PHYSICAL HEALTH & MENTAL WELLBEING by

becoming RESILIENT LEARNERS.

Succeed LIVING IN THE WIDER

WORLD by becoming

RESPONSIBLE CITIZENS.

 

We integrate our twelve Habits of the Mind throughout our school culture. We learn how to be a:

RESPECTFUL INDIVIDUALS

Listen & Understand Collaborate & Think

RESILIENT LEARNERS

Focus & Sustain Review & Repeat

RESPONSIBLE CITIZENS

Question & Reason Support & Challenge

 

This provides a road map for individuals, for classrooms and throughout our curriculum, pedagogy and professional development.

 

HFSP Whole School Language Profile                                                                

  • At the end of KS2, the proportion of children reaching the expected standard in reading is slightly below national. 67% (HFSP 2019) 73% (National 2019)

 

  • 78% of children (140 children) read at at least one year group below ARE (post pandemic Spring 2021 Lexia assessments)

 

A more detailed analysis of specific speech and language difficulties presents a whole school language deprivation profile and identifies the areas that must feature in our curriculum response. Bold elements are of particular concern with the majority of children having 4-6 of these elements of difficulty.

 

Literacy Difficulties

  • Phonological Awareness
  • Processing Speed
  • Reading and Comprehension
  • Spelling

Receptive Language Difficulties

  • Attention and Listening
  • Sequencing, Concepts and Understanding Vocabulary
  • Pragmatic Language and Social Understanding

Social Communication Difficulties

  • Listening and Understanding
  • Conversation Skills
  • Routines
  • Peer Interaction

Expressive Language Difficulties

  • Speech Sounds
  • Stammering
  • Using Sentences
  • Organising Thoughts
  • Vocabulary and Word-finding

HFSP Curriculum Principles in Context

Overarching Curriculum Principles:

  1. Accessible to all
  2. Promotes oracy
  3. Knowledge-led
  4. Develops habits of the mind
  5. Inspires ambition

1. Accessible to all

  • 67.6% children are eligible for Pupil Premium Funding
  • 14% of SEND children are diagnosed with SALT concerns
  • 11.8% of all children are diagnosed with SALT concerns A large proportion of children have Literacy difficulties and are reading at least one year below age-related expectation. We must close this gap through a rich curriculum that enables children to address difficulties with Sequencing, Concepts and with Understanding Vocabulary. (Data pre-pandemic)

2. Promotes oracy

  • 59.9% of our children have EAL with increasing numbers who join mid-year from Latin American countries. (Data pre-pandemic)

It is essential that we stimulate oracy and fully support its development by providing vocabulary and word-building

3. Knowledge-led

‘A significant “word gap” has been identified in those children who experience less language input from early ages, and this disadvantage is often not identified until children reach formal schooling.’ (Hart and Risley, 2003) We must close this word gap through a rich and diverse curriculum vocabulary and knowledge that is accessed through reading.

4. Develops habits of the mind

Many of our children experience difficulties in social communication which impacts heavily on conversation skills. Six of our twelve habits of the mind develop conversation skills through a focus on:

  • Listening & Understanding
  • Collaborating & Thinking
  • Questionning & Reasoning

5. Inspires ambition

We believe that all children can overcome their reading challenges through high quality teaching. We teach our children to read and then, through the high quality texts that they access in our curriculum, we inspire them to look beyond their own experiences and develop ambitious personal aspirations.

Our Reading Curriculum: Intent, Content and Sequencing

Our curriculum content will be:

  • founded upon Read Write Inc. phonics, teaching children to read accurately and fluently.
  • structured as a bespoke five-day model of instruction in KS2 promoting automaticity, fluency/oracy and comprehension.
  • informed by, but not limited to, the National Curriculum.
  • infused with quality texts reflective of a diversity of experience and opinion; devised by local experts.
  • driven by an ambition to teach every child (including the lowest 20%) to read and write and to keep them reading.

Our curriculum content includes:

  • explicit vocabulary instruction.
  • a mix of authors, genres, settings and styles.
  • a significant proportion of non-fiction texts.
  • additional oracy practice.
  • dedicated class reading time.
  • support from Lexia (an online skills development programme).
  • enrichment opportunities to foster a love of reading, including author visits and library trips.

The sequencing of the content of our curriculum will be informed by:

  • the sequencing of skills laid out in the National Curriculum. 
  • the mapping of texts to year groups in conjunction with The Literacy Tree curriculum.
  • whole school data and analysis from SALT/Lexia. 
  • the mapping of intervention groups.

Our Reading Curriculum: Implementation and Support

The implementation of our curriculum is guided by the teaching of the RWI phonics program in KS1 and a bespoke 5-day cycle of delivery in KS2; by Literacy Tree curriculum mapping and by lesson plans embedding specific techniques of reading instruction. We identify opportunities for:

  • embedding vocabulary in writing.
  • reading to, with and by children.
  • additional non-fiction texts to promote experiences often missing in our children’s own lives.
  • varied activities to practise skills and to engage with texts.
  • drama, discussion and debate of the themes linked to powerful topics.
  • author engagement (twitter, blogs, visits etc.).

Support is provided to understand and adapt the Literacy Tree units of work and apply the 5-day cycle by:

  • training in the specific techniques and tools of reading instruction that are expected in all lessons.
  • RWI development days focussed on specific aspects of phonics pedagogy.
  • training to deliver the universal SALT provision ‘language gym’.
  • using Lexia, an online tool that encourages reading proficiency.

When this curriculum is enacted effectively then in all our classrooms we will see, hear and feel:

  • a love of reading.
  • improved oracy and self-confidence.
  • use of a broad, varied vocabulary.
  • greater understanding of comprehension and grammar.
  • greater understanding of and empathy for other people and cultures.
  • greater use of reading areas and libraries.
  • an increased number of children passing the phonics screening test.
  • an increased numbers of children reading at the expected standard and at greater depth.

Our Reading Curriculum: Impact and Assessment

A robust reading curriculum makes a profound and positive impact on the outcomes of every child, not just as they tackle the rest of the primary curriculum, but through to secondary education and beyond into adulthood. We continue to measure the impact of the reading curriculum through improved reading comprehension scores and teacher assessments.

The true impact of our curriculum will be seen when our children embody our values as:

  • Respectful individuals who build healthy relationships
  • Responsible citizens who succeed in the wider world
  • Resilient learners who experience positive physical health and mental wellbeing

Formative assessments take place daily during dedicated phonics and reading lessons and other shared, guided and independent reading sessions. Speech and language and Lexia assessments are used to inform specific interventions. Children complete an unseen reading comprehension bi-weekly to practise their fluency and develop their resilience when encountering new texts independently (see appendix 1).

Summative assessments take place on a half-termly basis (see assessment booklet) and support decisions to move children between reading groups.

SEN Assessments

Children who are working significantly below the curriculum of their year group are assessed using PIVATS. This measures pupil attainment and is used for termly tracking.

Reading Records

Children’s home reading is assessed in a reading record that is checked by the class teacher twice weekly. In school, 1 to 1 reading with the lowest 20% is recorded in school reading records.

Phonics Assessment

Children are assessed in phonics every half-term and regrouped accordingly. Assessments check that children can:

  • successfully sound out and blend graphemes.
  • read phonetically decodable one-syllable and two syllable words.
  • read a selection of pseudo words (nonsense words).

Children who do not pass the Phonics Screening Test in Year 1 will be extensively supported to retake the screening check in Year 2.

PM Benchmarking

As part of the evidence acquired for the end KS1 teacher assessment, children’s reading age is assessed using PM Benchmark.

Reading Assessments

In KS1 and KS2 the summative Rising Stars Reading Assessment resource is the primary method of formal, termly assessment. It measures children’s ability to decode and comprehend text, ensuring they are making expected progress against the programme of study.

Our Reading Curriculum: Elements

Our curriculum elements include specific:

ENGAGEMENT & ENRICHMENT

  • Reading Across the Curriculum
  • Half Termly Reading Challenge
  • Celebrating Reading
  • School Libraries
  • Recommended Reading Lists
  • Library Visits
  • Home Reading & Parental Engagement

 INTERVENTION

  • Lexia Core 5
  • Lowest 20%

PEDAGOGY

  • Read Write Inc. Phonics
  • 5-Day Reading Cycle
  • Vocabulary
  • Oracy
  • Literacy Tree Curriculum

 

Engagement and Enrichment

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Developing a love of reading for all children

Healthy RELATIONSHIPS

Be: Respectful Individuals

Listen & Understand       Collaborate & Think

ENGAGEMENT & ENRICHMENT

 

Succeed in LIVING IN THE WIDER WORLD

Be: Responsible Citizens

Question & Reason       Support & Challenge

INTERVENTION

 

Positive PHYSICAL & MENTAL WELL-BEING

Be: Resilient Learners

Focus & Sustain            Review & Repeat

PEDAGOGY

How we instil a love of reading for children in HFSP

End of Term Reading Challenge Celebration

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How we instil a love of reading for children in HFSP

School Libraries

  • Use school libraries
  • Make visible the significance and purpose of books in the life of the school and to celebrate the concept of ‘Library’

We have centralised, specially designed library spaces in KS1 and KS2 corridors. They are well stocked and include a selection of books that speak more directly to the backgrounds and cultures of our diverse school community. These are vibrant, inviting, comfortable areas where children are helped to select books that broaden their exposure to different genres and authors.

Library Visits

  • Children visit Peckham Library every half term in person or virtually
  • Visits include: meet the librarian, an enjoyable reading related group activity and asking questions
  • Use these visits to empower children to access books beyond school and encourage them to take increased responsibility for their reading progress

Recommended Reading Lists

  • We have recommended reading lists for children in all year groups
  • Use these lists to support children in selecting a range of different authors and genres from our library and other sources
  • Use lists to support families with understanding which books are appropriate for each age group when encouraging reading at home

Home Reading and Parental Engagement

  • Children are expected to read at home every evening
  • Every child receives a home reading record which is updated regularly - this is a critical tool for parental participation in reading
  • Regularly review reading records, celebrate children who show a sustained commitment to improving reading fluency and support those children (and families) that need interventions and advice
  • Engage parents about reading with their child as much as possible

Reading is the most important academic activity parents engage in. Appropriate support is in place to help parents and those children who do not live in text rich households, including ‘Introduction to Phonics’ seminars for Early Years parents and ‘Reading Strategy’ seminars for KS2 parents, and EYFS Parents Into Reading (a standing invitation to parents to read with their children in the classroom every Friday morning). Communication is maintained through reading records, ‘Reading top tips’ in the newsletter, our school website and social media.

Intervention

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Identifying needs and accelerating progress

Lexia Core 5

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A program of web-based reading instruction

Lexia Core 5 is a program of web-based reading instruction that provides personalised, scaffolded, gamified reading support. It covers the five ‘pillars’ of reading (phonological awareness, phonics, automaticity and fluency, vocabulary and comprehension) plus spelling and grammar. It is underpinned by extensive research into the efficacy of systematic synthetic phonics.

Things to think about/Questions to ask

  • How to manage your own training in the program and additional support you may want
  • Managing children’s access to the program
  • Your familiarity with the program (including adding new children)
  • Your use of Lexia data for formative assessment and provision mapping
  • How will you link the program to habits and values?

Links to principles & areas of difficulty

  • Accessible to all (P)
  • Literacy difficulties (AoD)
  • Receptive language difficulties (AoD)
  • Expressive language difficulties (AoD)

Implementation

  • Ensure children complete 45 minutes to one hour a week on the programme (in school). They will work through various activities tailored to their current understanding
  • Lexia identifies the approximate reading skill and age of each child
  • Use this data to inform placement of children into reading groups that more closely match their current ability – as opposed to age related expectation – in order to deliver an accessible and challenging reading curriculum
  • While Lexia is being used, monitor the progress of children in their reading group, maintain their Lexia folder, or support children with specific activities

Lexia ‘Skill Builders’

  • The second Friday in our delivery cycle is dedicated to supporting children as they work through ‘Lexia Skill Builders’ (activities identified by the program to embed the knowledge and skills that children have recently learned and practised)
  • Prepare in advance and maintain a folder containing the work children are completing
  • As children work independently, offer support where required
  • Check and sign off work (teacher/LSA) and ensure that completed work is kept in the Lexia folder

The Lowest 20%

Who are the lowest 20%?

  • We define the lowest 20% of readers differently in EYFS/KS1 and KS2
  • EYFS/KS1: children who fall below the purple termly indicator on our RWI tracker and additionally Yr 3 children who have failed the phonics screening check in Yr 2
  • KS2: those children not reading at ARE as assessed using Lexia assessment tools

How we accelerate reading for the lowest 20%

We are rigorous in our identification of and provision for children who need additional reading support. Be proactive in seeking effective techniques for reading acceleration.

Provision for Lowest 20%

  • 45 minute daily reading lesson in a targetted group
  • Daily 1:1 reading with an adult for those children who are not reading at home
  • Additional 1-2-1 phonics interventions for those children falling behind the program
  • Home reading texts carefully matched to the phonics programme and high interest/low level where necessary
  • Reading fluency is a pre-requisite for the comprehension that is the purpose of all reading (Pikulski and Chard, 2005); as such, improving fluency is the surest route to improving a child’s overall reading comprehension (Such, 2021). There is a focus on fluency in all reading lessons, but in particular during Tuesday sessions. Additionally, when reading 1:1 with an adult, the adult will ensure repeated oral reading plays an important part of that intervention

Pedagogy

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Developing and sustaining our reading pedagogy

Read Write Inc. Phonics

Things to think about/Questions to ask

  • Do you have an understanding of phonics?
  • If leading a group, are you up to date with RWI training?
  • Have you access to training opportunities?
  • Have you access to teaching resources?
  • Are you prepared for each session?
  • Have you effectively deployed additional adults in class/for interventions?

RTRT

A commercial phonics program that teaches children to read accurately, fluently and with good comprehension.

Implementation

  • Prioritise the teaching of phonics
  • Ensure that there are enough adults in class for small group instruction
  • Teach systematically in accordance with the programme and its resources
  • Practise the synthesising of sounds very regularly so children develop code knowledge
  • Identify opportunities throughout the day to embed phonics knowledge

Assessment & Catch Up

  • Assess children half-termly and regroup accordingly
  • Give children 1 to 1 catch-up tuition if they do not make their targeted progress

5-Day Reading Cycle

Our bespoke weekly sequence of reading lessons

In KS2, Reading is taught following a weekly sequence of lessons across a two week cycle. Units of work are built around complete texts and supplemented with comprehension practice and the use of Lexia Core 5. ‘Reading Statements’ for each year group are provided to guide development of lesson objectives and ensure National Curriculum coverage.

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Reading Skills Progression

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Clarification of elements

Tuesday extended read of the text

  • Prolonged engagement with the text focussing on development of fluency, word knowledge and text-type knowledge
  • Reading shared between teacher and the class
  • Teacher
    • teacher models expert reading, re-reading for clarification, asking themselves questions, highlighting new vocabulary
    • ‘choral response’ (pause, with class saying the next word) to check children following
  • Pupils
    • ‘control the game’ for reading between pupils

- cold call, maintain high standards for fluency, children use phonics knowledge to decode new words, use unpredictable lengths

  • short-burst independent silent reading followed by discussion
  • extended independent reading & questions for early finishers
  • Identify key stopping points in the text where children will clarify, explore or summarise the meaning of the text
  • Plan the questions and the follow-ups based on predicted responses
    • Consider how you want children to respond – independently, in pairs, through discussion?
    • No need for writing in lesson – focus on the reading
    • Follow up with a short ‘blue pen question’ based on that day’s discussion to start Wednesday’s lesson

Wednesday/Thursday close reading and assessment questions

  • Close read of smaller portion of the text; will likely read some or all of the selection multiple times
    • First read for an overall sense
    • Second read with a specific focus (e.g themes, vocabulary choices, metaphors etc)
  • Followed by an opportunity to practise specific assessment question types in the context of the text
  • Use ‘Reading Statements’ to identify assessment criteria from the National Curriculum and end of KS2 reading comprehension test; these guide the LO and output
  • Engage children with the text in fun but meaningful ways, for example, using drama to empathise with characters

Friday Comprehension

  • Part 1 – vocabulary practice
    • Use the words learned that week in a sentence
    • Put parameters around the sentence (or word) to increase difficulty

 

  • Part 2 – questions
    • Questions based on the text and using the assessment-question types practised previously

Vocabulary

Things to think about/Questions to ask

  • How will you choose vocabulary that is appropriate for your class? How will you define it in a child-friendly way?
  • Which vocabulary is meaningful, relevant and purposeful for your children?
  • Consider children’s points of view and give them words to empower their thinking, learning and habits.
  • How will you link the taught vocabulary to habits and values?

Links to principles & areas of difficulty

  • Accessible to all (P)
  • Promotes oracy (P)
  • Knowledge-led (P)
  • Develops habits of the mind (P)
  • Inspires ambition (P)
  • Literacy difficulties (AoD)
  • Receptive language difficulties (AoD)
  • Expressive language difficulties (AoD)
  • Social communication difficulties (AoD)

How we teach vocabulary

A vocabulary is a set of familiar words that is a fundamental tool for communication and acquiring knowledge. Explicit vocabulary teaching is a focus across all subject areas. All teachers are trained in effective vocabulary teaching.

Implementation

Reading Cycle

  • Day 1, teach children the vocabulary required to access the week’s reading
  • Revisit vocabulary at the beginning of each lesson
  • Friday starter using words in a sentence

Weekly

  • Teach a focus, Tier 2, year group spelling list word through Language Gym activities
  • Teach 4-5 additional Tier 2, year group spelling list words
  • Map these additional words to specific writing units/embed them into the writing output

Curriculum Units

  • Teach Tier 3 vocabulary across the curriculum
  • Encourage children to access the Tier 3 vocabulary in their knowledge organisers
  • Identify in advance 4-5 Tier 3 words per curriculum unit and teach 1 per lesson

All taught vocabulary should be presented prominently as ‘leaves’ on the vocabulary tree in your classroom – Language Gym (gold leaves), Spelling List (green leaves), Curriculum (leaves matched to the colour of the relevant exercise book). Tier 1 vocabulary: common words of everyday speech (e.g. come; table). Tier 2 vocabulary: high-frequency words that occur across contexts, more common in writing than in everyday speech (e.g. endure; despise).

Tier 3 vocabulary: domain specific, technical vocabulary (e.g. atom; sedimentary).

Oracy

Things to think about/Questions to ask

  • Consider planned and spontaneous opportunities for purposeful talk
  • How will you sensitively yet effectively correct children’s talk?
  • Use your own performance skills to model engaging talk
  • How will you draw attention in the moment to children’s oracy successes?
  • How will you link to values and habits?

Links to principles & areas of difficulty

  • Accessible to all (P)
  • Promotes oracy (P)
  • Expressive language difficulties (AoD)
  • Social communication difficulties (AoD)

How we teach oracy

Implementation

Reading fluency (accuracy, automaticity and prosody)

  • Fluency practice is built into our 5-day reading cycle. Children are required to read to one another, listen to each other and follow the words in a text as their partner reads.

General oracy

  • Facilitate accountable talk partners
  • Model and normalise expressiveness in order to engage and sustain interest in texts
  • Create opportunities for children to talk in all lessons
  • Use techniques such as ‘Control the Game’ (accountable whole class reading) during
  • specific reading instruction

  • Provide all children with the opportunity to read aloud in front of their peers, in a managed way that boosts self-esteem
  • Provide opportunities for children to participate in drama and performance activities
  • Provide opportunities through drama to demonstrate deep understanding of a text through empathising with characters and their contexts

The Literacy Curriciulum

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Things to think about/Questions to ask

  • Your understanding of the curriculum and seeking additional support you may want
  • Having access to training materials
  • Having access to teaching resources/texts
  • How will you become familiar with the texts?
  • Communicate your own passion for non-fiction and fiction texts
  • Link texts to habits and values

Links to principles & areas of difficulty

  • Inspires ambition (P)
  • Literacy difficulties (AoD)

A commercial literacy curriculum from the Literacy Tree

The Literary Curriculum from the Literacy Tree is an online, book-based primary English planning resource where teachers can download planning sequences from Reception to Year 7, as well as book-based resources for comprehension, spelling, assessment and home-learning.

Implementation

  • In partnership with the Literacy Tree we have created a reading text overview which encompasses a rich range of fiction, non-fiction and poetry texts
  • Texts have been selected to promote a diversity of authors, settings and character voices.
  • The majority of reading instruction and learning is built around the class reading of complete texts to provide children with the opportunity to better understand character development, story arcs and structures, and thematic development
  • Complete texts, with appropriate scaffolds if necessary, to ensure children become familiar with the satisfaction of completing a book
  • Texts may change to ones more appropriate to cohort need

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Professional Learning: Year Plan

Reading pedagogy is taught to all teachers and support staff through regular and one-off professional development opportunities. These are provided in house and face to face where possible and offsite/remote if required.

Each half term, in parallel with our habits cycle, we target knowledge and ability in a specific aspect of our reading pedagogy. This might be new learning, revision, catch up for new staff or focussed support.

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The approach is built around a combination of theory, practice, peer observation, video feedback and sharing best practice. This is a coaching model. We continue to improve how we can ensure teachers have the essential pedagogy to impart love of reading to all children. Our professional learning will be evidenced on our MS platform.