Reading Statement

Our Goal                                                        Passion for Learning...

 At Bentley St Paul's, we want our all our children to have a passion for learning where they gain life – long learning skills; a sense of adventure; the ability to enquire and make emotional connections.  

Our Christian Values

Friendship, Forgiveness, Trust, Peace, Wisdom, Responsibility, Respect and Reverence underpin all that we do and are the foundations of our drivers.

Our Tools

What we want the Children to learn in Reading...

At Bentley St Paul’s C of E Primary School, the intent of our reading curriculum is to instill a lifelong love of reading in all children, recognising its critical importance in enhancing comprehension, vocabulary, and overall academic success. We aim to achieve the following:

Cultural Enrichment: Through a diverse selection of texts, we seek to promote understanding and appreciation of different cultures, perspectives, and experiences, reflecting the values of our Church of England foundation. This enriches our pupils' worldviews and nurtures empathy and respect for others.

Personal Development: Our reading programme is designed to foster independence, confidence, and critical thinking skills. By providing opportunities for children to engage with a variety of genres and formats, we empower them to make choices about their reading, thereby enhancing their motivation and engagement.

Solid Foundations in Literacy: We intend for every child to develop robust phonics skills, vocabulary breadth, and comprehension strategies, ensuring they can access a full curriculum. This is aligned with national expectations and underpins their educational journey.

Community Engagement: We aspire to involve parents and the broader community in supporting reading for pleasure, thereby creating a culture of literacy that extends beyond the classroom and into the home, reflecting the community ethos of our Church of England values.

How the Children will learn in Reading...

Our reading curriculum is implemented through a coherent and structured approach that encompasses the following key elements:

Phonics and Early Reading: A systematic synthetic phonics programme is embedded in our Foundation Stage and Key Stage 1, providing children with the skills necessary to decode words and develop fluency. Regular assessments are conducted to ensure every child is making progress and receiving tailored support.

Diverse Reading Materials: We provide a rich variety of reading materials that include fiction, non-fiction, poetry, and texts from different cultures. This selection not only meets the diverse interests of our pupils but also integrates moral and spiritual themes consistent with our Church of England ethos.

Reading for Pleasure Initiatives: We actively promote reading for pleasure through weekly library visits, class authors and book fairs. Classrooms are equipped with well-organised, inviting book corners that encourage exploration and foster a love for reading.

Guided Reading Sessions: Daily guided reading sessions are tailored to different ability groups, promoting higher-order thinking skills and comprehension strategies. Children engage in discussions that deepen their understanding of texts, while teachers provide targeted feedback to support their learning.

Cross-curricular links: Reading activities are integrated into other subjects, ensuring that pupils see the relevance of reading across the curriculum. For example, reading historical texts in history lessons or scientific articles in science enhances both comprehension and subject knowledge.

Professional Development: Ongoing professional development for staff ensures that they are equipped with the latest pedagogical strategies in the teaching of reading.

Reading Impact...

The impact of our reading curriculum is evident through numerous indicators, demonstrating the effectiveness of our intentions and implementation strategies:

Improved reading outcomes: We consistently achieve above-average outcomes in national assessments for reading, with a significant percentage of pupils meeting or exceeding expected standards by the end of Key Stage 1.

Enhanced Comprehension Skills: Pupils demonstrate excellent comprehension skills when discussing texts, with many exhibiting the ability to analyse and evaluate ideas critically. Their ability to articulate thoughts about reading reveals deep engagement and understanding.

Positive reading culture: Observations show that classrooms are vibrant environments where reading is valued, and children enthusiastically participate in discussions surrounding texts. The school library is frequently utilised, with high levels of book borrowing.

Equitable access and support: Monitoring data highlights that all groups of pupils, including those with special educational needs and disadvantaged backgrounds, are making progress in reading, demonstrating our commitment to inclusivity and equity.

Community involvement: Parents and guardians actively engage in reading initiatives, reinforcing the importance of reading at home and contributing to a supportive reading environment.

In conclusion, our commitment to an inclusive reading curriculum reflects our dedication to nurturing and celebrating the potential of every child, in alignment with the values of our Church of England foundation. This holistic approach ensures comprehensive development in literacy skills, emotional intelligence, and cultural awareness, preparing pupils for successful futures.