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Gilbert Inglefield

Reading at Gilberts

We prioritise reading

At Gilberts, we prioritise reading, aiming for all students to be able to read fluently. This in turn enables our students to access the full broad curriculum on offer, to experience the world around them with confidence and to achieve their full potential as they progress through their education.

Whole Class Guided Reading is a feature of our English lessons, with teachers modelling fluent reading and the full range of reading skills being taught. At Gilberts, all our staff are teachers of reading, considering how to use a range of engaging and challenging texts within their lessons. Our teachers will be undertaking CPD (Continuing Professional Development) throughout this year to ensure that they are well-equipped to teach reading across the curriculum.

We plan for and measure progress in reading

Our curriculum plans for the teaching of reading skills using a wide variety of texts. Opportunities are created for pupils to practise reading widely and often, with fluency and comprehension appropriate to their age. Progress is measured through activities in lessons and hearing children read individually and within small groups. PiXL assessments in Key Stage 2 are used to help identify gaps in understanding and to inform precision-based teaching.

We are developing our reading resources

Where students have gaps in their understanding of phonics, we have a  phonics reading scheme aimed at middle school students which matches the sounds students know. These are used as part of phonics catch-up intervention lessons. We have also begun to build books that engage older students whose reading age is below their chronological age. Additionally, we are in the process of purchasing a new banded reading scheme for Year 5 pupils as well as updating the books available in the library for free-readers.

We are committed to supporting students to catch up quickly

Where students are reading below age-related expectations, we provide a range of intervention strategies. Some students have daily intervention lessons, particularly where phonics need to be re-visited. Other students are read with on a one-to-one basis during assembly/form time or part of a weekly intervention group with a trained teacher. All of our teachers know who these students are and consider how to help support their reading in their lessons.