Improving Reading Outcomes at Key Stage One

The number of children achieving the expected level in Reading has increased five times more than the national rate of change, and now exceeds national levels, particularly in more than expected. We are also seeing a large increase in the number of parents involved in their child’s reading.

Writing results in the school were better than reading results, and we felt that the approach to teaching phonics and reading skills was disjointed. We were not using scheme books very consistently and also were conscious that home reading, for the most part, was sporadic and unmonitored. We also had an outdated and uninspiring library space.

Review of all systems related to reading, leading to a combination of the following approaches:

• Raising the profile of reading through a series of home reading challenges. These require scheme reading books to be checked and changed every day, in the first hour of the day. These children are then picked up by support staff to ensure that children have the opportunity to read to an adult, prioritising those with most need;
• Record keeping is regular and all support staff understand the system, so no child is ever missed;
• The library is opened to enable parents to come in at the end of school to choose books to read to their child. 
• Reading cafés occur regularly, with children being read to in groups by parents for the last part of the day;
• We have provided many break-out spaces conducive to reading, with mats and displays to encourage a variety of book choices;
• Use of the Read, Write Inc. Scheme has brought consistency to our teaching practice, with a heavy focus on the review of children’s progress. Children are formally reassessed every six weeks, as well as in every session, with records rigorously reviewed;
• Phonics flashcards, as well as stickers to be used in reading diaries, are provided to parents at the Reception Intake meeting. We also include a twenty minute session on how to help your child read at home;
• CPD is regularly revisited to ensure that staff are consistently focussed on reading;
• We create a rich reading environment in classrooms, as well as providing a reward system that ensures that children ‘win’ books, supporting a literacy environment at home.

Invest in time for your literacy or reading lead to implement this effectively. It needs whole school commitment, and a significant amount of time to lead this change effectively, monitor improvements and liaise with CPD providers. However, the impact will be worth it.