Reading Programme

The Importance of Reading

‘The Reading Framework’ -July 2023 states that, “Reading is fundamental to education. Proficiency in reading, writing and spoken language is vital for pupils’ success.”

Our aims at Woodcote are:

  • To create a reading culture that promotes understanding, fluency and engagement with reading. We aim to provide our students with tools that make them more strategic in their approach to reading leading to better outcomes and opportunities Post 18.
  • To ensure that reading is prioritised to allow all students to access the full curriculum, regardless of starting point and to ensure every student makes sufficient progress towards age-related expectations
  • To improve the provision available to students to engage with, and enjoy, a wide range of texts outside of the taught curriculum.
  • To reduce the vocabulary gap and thus enable students to easily access the curriculum.

Reading Across the Curriculum

Reading in the classroom

Students at KS3 have a reading lesson in English once a week reading a diverse collection of books. Students read out loud to encourage fluency and engage in discussion around the texts supported by their teacher.

Reading outside the classroom

  • All students in Years 7-9 have a reading session once a week. Form tutors read with their students once a week.
  • We have a reading curriculum showing the books that are read by each year group and resources are provided to support reading in school.
  • Vocabulary acquisition is encouraged, and weekly literacy task uses nonfiction excerpts to encourage different modes.

Reading beyond school

  • Students at KS3 are encouraged to read one book a half term and to quiz via Accelerated Reader.
  • Use of ‘Reading Progress’ on Microsoft Teams will be embedded to improve student fluency.
  • Students’ reading ages are shared with parents with WASP report and recommended reading list is also shared with parents

Reading for pleasure

  • Students participate in reading challenges.
  • Students have weekly reading lessons in English.
  • The use of the library and the support of the librarian means that students have access to engaging reads.
  • Recommended reading lists are shared across all key stages.
  • Students have rich discussions in Form time and within English lessons about the books they are reading collectively in class or Form as well as individually.

Promoting the importance of books

  • Staff readily share the books they are reading, and these are signposted on doors.
  • The library is a developing hub that promotes students love for reading and staff and the librarian actively promote this.
  • Students have opportunities to share their recommended reads.
  • Termly challenges to promote the importance of books.

Promoting Oracy

To build students’ cultural, students have an oracy literacy task, often discussing topical events and familiarising students with exam command language to build understanding of key commands. Additionally, Year 10 students participate in the Jack Petchey Speak Out Challenge with opportunities of KS4 and KS5 students to participate in the ESU MACE competition and Young Citizens Bar Mock Trials.

Reading Support

  • We test students at KS3 twice a year and measure growth at the end of the academic year.
  • Data is shared with staff and intervention strategies are provided.
  • Students below threshold have Lexia intervention with SEND as well as small reading groups within English.

What We Are Reading

Form Reading Texts by Year Group

Reading for Pleasure Texts in English by Year Group

Reading Recommendations

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