Please find below information on how we teach English/Literacy at Thorpe.

Reading

Intent 

At Thorpe Primary Academy, we believe that Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum. Being literate increases opportunities for the individual in all aspects of life and lays the foundations for lifelong learning and work. We strive to develop a love for reading in every child so that they can reach their potential across all areas of the curriculum. 

Implementation 

• Destination Reader lessons 4x per week (Years 3-6), transition from Phonics to DR in Year 2. Focus on reading stems and learning behaviours. Non-fiction, fiction and poetry text each term – strong links to writing.

• Vocabulary displayed on the Reading Wall. 

• DR bookmarks to be available at all times so that children can apply across the curriculum. 

Teacher’s plan as a year group in the form of PowerPoint slides 

• ‘Love for Reading’ session once a week – independent reading, ‘Book of the Week’ – introducing a new book and author in an inspirational way. 1:1 reading - teacher reading with the child. Book corners organised by genre and made high profile. 

• Every child has access to reading books from the classroom libraries as well as from the main library. Each week, Early Year and KS1 children will complete a log of their reading through a Reading Record. KS2 children will have a bookmark of reading challenges to complete and upload evidence onto Seesaw. The expectation is that every child will read with an adult at least 5 times every week. Teachers will monitor completion. Parents understand the expectation and support their child by making comments in the Reading Records or on Seesaw. 

• The school library is host to a wide range of non-fiction texts, fiction texts, poetry, young readers, picture books, graphic novels and an audiobook system. We develop children’s understanding of how to choose a book to read for pleasure, and expose children to a rich diet of texts. Children have the opportunity to visit and explore the library during Love for Reading sessions, as well as at lunchtime, where they can interact with older pupils who volunteer as junior librarians. Children may borrow up to 3 books every 3 weeks, which they understand must be respected and returned promptly. 

Impact  

We continue to judge this by the following criteria:  

• Children are keen to read and can talk about books with confidence. 

• Children can discuss texts using the DR stems and apply this across the curriculum. 

• Children reflect what they have read in their writing. 

• Teachers consider the approach taken to the teaching of reading to be effective in        meeting the needs of their pupils.  

• Parents feel well-informed about how their children learn to read and how they are developing as a learner.  

• Attainment and progress improves in line or above national average with the disadvantaged children attaining in line with their peers.