Meaningful Reading- The Tudor approach to the teaching of reading
We are very proud of how we ensure all children are provided with high quality reading opportunities. Our approach has been formulated from in-depth research. A document that shares our practice titled 'Meaningful Reading- Our approach to the teaching of reading' is available at the bottom of this page.
Learning to Read at Tudor Primary School
‘The best primary schools teach virtually all their children to read, regardless of their social and economic background, ethnicity, language spoken at home, special needs and disability.’
OFSTED – Reading by Six
In our school, there is a determination that every child will learn to read, initially with a step by step approach to teaching reading, writing and spelling systematically through phonics. Teachers and other adults receive regular training and the teaching of reading is at the heart of the curriculum. As the children progress through the school, the emphasis will change from ‘Learning to Read’ to ‘Reading to Learn’ and their daily reading experiences will be a key driver in their ongoing development.
Early reading skills are consistently and rigorously taught. In Foundation Stage and Key Stage 1 planned daily phonics teaches children the complex connections between sounds and letters which is essential when learning to read and spell. The best phonics teaching involves active participation by all children, detailed tracking of their progress and swift intervention for any children who are struggling. Structure, fast pace, praise and reinforcement are all key features of phonics sessions. Timely, frequent and on-going assessment of pupils helps to ‘nip difficulties in the bud’ and enables teachers to meet each individual’s needs.
Research has shown that the critical age when children learn to be good readers and writers is between three and seven. We are consistent in giving children rich cross-curricular opportunities to talk, listen and build as wide a vocabulary as possible to form the solid foundations for reading, writing and spelling.
Once such skills are embedded, children will require opportunities to build their independence as well as access a wide range of reading experiences in which they can utilise their increasing understanding of texts and reading skills.
Making a difference:
This is an exciting time for reading at Tudor Primary School. Since Autumn 2016, there has been increased investment in the reading opportunities and resources in school. As well as the introduction of a brand new reading scheme, we have updated the quality of the reading material in the school library.
The teaching staff are also receving training about the provision of high quality reading in their classes. The school has also accessed specialist support to help us to further build upon the recent progress in phonics. We will keep you updated about the impact of this.
Other strategies that are clearly making a difference include the year 2 reading drive. The classes are opened early to allow children and adults to share the enjoyment of reading every day. Feedback has been overwhelmingly positive.
Helen Evans, mother of Louis says:
'I love the reading in the mornings. He's moving up in his book levels and the opportunity to read evry day in the morning together in school is the best idea ever... it is brilliant!'
Please keep an eye on this section of the website- we continue to share helpful documents and teaching tips that will support you and your children with their reading at home.
A word document with the key question types can be downloaded using the link below.