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Reading
Teach virtually every child to read, regardless of the social and economic circumstances of their neighbourhood, the ethnicity
of their pupils, the language spoken at home and most special educational needs or disabilities.
No.
Objective
Responsibility
Actions
Timescales
How to monitor
HT
DHT
termly
1) To track the progress of disadvantaged
AHT /
English
leader
HT
DHT
AHT /
English
leader
question fans.
3) To scrutinise pupils reading journals.
termly
termly
Data collection
Reading assessments
results
HT
DHT
AHT /
English
HT
termly
Intervention records
DHT
AHT /
the school
2) To use data to identify children at risk
report
English
leader
of falling behind.
3) To provide reading clubs for children who
HT
DHT
AHT /
English
leader
reading interventions
Termly
teachers
HT
DHT
AHT / English
leader
School council
Term 1 Updates
1.1)
1.2)
2
Termly
AHT /
Update
English
leader
termly
Class
teachers
HT
DHT
AHT /
English
leader
Class
teachers
Class
teachers
Termly
Termly
HT
DHT
AHT /
school (Y6 children to reading with Y3 Y5Y2 Y4-Y1) creating a community of readers.
English
leader
Drama workshops
Class
teachers
Pupil interviews
reading buddies
Parents /
class teachers
day)
Parent reading
workshops.
Assemblies including
parents.
HT
DHT
AHT /
progress in reading.
English
leader
Class
termly
Data collection
Reading progress
trackers.
2)
Class
teachers
comprehension appropriate to
their age.
Termly
Learning walk
Pupil interviews
children.
3) Audit curriculum texts are available in
Curriculum overview
classrooms.
4) Check the depth and breadth within the
curriculum.
5) To recruit and train volunteers for 1:1
3)
HT
DHT
AHT / English
leader
Phonics leader
reading.
1) Collect phonic trackers
2) Meet with Y1 teaching staff
3) Daily teaching of phonics in KS1.
(Clare Murray to monitor)
Year 1 teacher
Term 1 updates.
1.1)
Ongoing (Rising Stars)
1.2)
Ongoing
1.3)
1.4)
1.5)
1.6)
termly