Reading at Tredworth Junior School

Reading at Tredworth Junior School


The Process


At TJS the process of reading is taught where needed through the use of phonic sessions. Three phonic sessions per week are used to consolidate and develop the children’s knowledge of letter sounds and the sounds that graphemes make. Lessons are rapid and structured. Children remain focussed, active and as a result of this, they make good progress. Children are assessed on entering the school and at various points throughout the academic year; this ensures that children are grouped correctly in terms of their stage not age. Once children have grasped their understanding of phonics they work in spelling groups where their understanding of phonics is further developed and spelling patterns and rules are learnt. These sessions also provide regular opportunities for new vocabulary to be introduced and discussed. The lessons are simple in structure and well-paced, thus ensuring children remain focussed and engaged.


Guided Reading


Comprehension is taught and developed during guided reading sessions and ability set skills lessons. During guided reading sessions children are placed in ability groups of up to six children. The seven Assessment Foci are regularly visited to develop children’s ability to retrieve, infer, recognise features, give their opinions and relate to the text. Texts are carefully chosen to motivate children. Teacher and TA led sessions focus largely on discussion where deeper thinking is encouraged and a reading for pleasure attitude is shared with children following reading sessions with reflective writing in their reading journals. The use of a guided reading scheme ensures that the range of texts explored allow full coverage of the AFs and regular opportunities for assessment. Weekly whole class comprehension lessons are another opportunity to develop understanding in relation to the AFs.


One-to one


One to one reading and discussion allows adults to work with children on their individual targets related to comprehension and the process of reading. Reading records are used to ensure communication with parents in relation to their child’s progress, achievements and areas for development.




Interventions are used to support those children identified as being behind their age related expectations. Most children make accelerated progress during this time and the one on one nature of the intervention not only provides the opportunity for children to develop their reading skills but also gives them the opportunity to develop their ability to discuss and engage with texts.


Reading for pleasure


The end of the day is a time for both children and teachers to enjoy a story together. Teachers are role models and they play an important part in the journey of not only enabling children to read but in developing their love of reading. Reading for pleasure slots allow children the opportunity to choose their own texts and helps to develop reading stamina. School book clubs are also used to encourage reading for pleasure and children are invited to attend these in carefully chosen groups. The use of recommendation walls in classrooms allows children to share books that they have enjoyed. This is currently a focus of an action research project being undertaken by a working party and will form part of the school’s pedagogy.




Opportunities for recitation and performance are used for enjoyment and as a way of cementing understanding.


Reading at Home


The school encourages a home reading partnership based on child/parent interactions at home, using ability appropriate texts in the first instance but emphasising that all reading together for pleasure should be encouraged. The school builds the home/school reading relationship through direct teacher and parent interaction within the termly structured conversations. Pupil home/school reading records are used to log reading activities and day to day observations from both school professionals and parents. Reading for pleasure and reading at home events are planned at various points throughout the year including book fairs and world book day activities and parent pupil reading clubs.


Audit and Monitoring


The school has carried out an extensive audit of reading related issues to ensure that the best possible reading experience is provided to our pupils. This includes an audit of resources, environments, approaches and pupil views. We will continue to carry out an annual audit to ensure that we are responsive to the needs of pupils and reading agenda.