Reading action plan

1. The Batt C of E Primary School
2020-21 INTENT - To become an outstanding reading school
At The Batt School, we believe in both the importance of developing children’s discrete word-reading skills and comprehension and the need to engender their love of
books and reading. We recognise that the two are intertwined; each relies on the other if the children are to become life-long readers.
Target: To ensure that all aspects of reading development are outstanding with consistently high expectations, so that all children are engaged in their learning and
make sustained progress over time. This will then contribute to achievement being in line or exceeding the Oxfordshire/National expectations.
The action plan has been devised through asking the question, “What does ‘reading’ look like at The Batt?” and taking action by: evaluating successes; research;
analysis of assessments and whole-school input and ambitions.
Priorities Actions By whom? By when? Time/Resources (£) Success Criteria Monitoring activities
1 - SUPPORTING STAFF
To equip staff with the
skills and knowledge
they need to teach
children to be
accomplished and keen
readers.
Big focus 2020 on early
reading and phonics
Audit teachers’ and support staff’s confidence and knowledge as
teachers of reading. What are their strengths and areas for
development?
Support staff in their knowledge and teaching of:
Word-reading skills – both phonic decoding skills and the quick
recognition of ‘common exception words’ (tricky words).
ED gives phonics training for all staff – infants and co-ordinators.
Comprehension – including retrieving information, summarising, making
inferences and using evidence from the text to justify these.
Intertwined closely with learning to read is the love of reading
and books and the desire to read. Support staff with these
elements:
Knowledge about authors and books (keeping up to date with the latest
children’s books, relevant texts and knowing where to find out).
• Whole school read Wednesday morning with staff participation.
The language of books
Reading stamina
Choosing books
Continue to raise progress of focus groups across the school;
PPG, FSM, LAC and MA/GT
• Identify focus groups across each year group.
➢ Look at black dots from Summer 2019 and analyse these against
Autumn Term Teacher Assessments.
➢ Track attainment and progress of the focus groups
➢ Analyse attainment and progress and evaluate findings through
data and valuable discussions with class teachers.
➢ Teachers to make focus children clear on planning.
• Support teachers and support staff with quality first
teaching and learning.
➢ Ensure that all teachers have knowledge and an understanding
of the expectations required to meet Greater Depth/ Mastery.
BH and HN
BH and HN
Coaching and
mentoring from
all staff.
Online resources
Team-teaching
By the end of
Autumn
Term 1
Ongoing
Termly
HN and BH meetings
Training sessions for
phonics
Many learning walks and
discussion had with
teachers in Term 2 + 3
2020.
BH, HN and SLT will have a clear vision of
what skills and knowledge teachers need and
an accurate picture of their existing strengths
and areas for development.
All staff to teach each of the elements
effectively and skilfully through the reading
and whole-school curriculum.
All staff will engage children by encouraging
reading and promoting books at every
opportunity.
Teachers will have a strong grasp of where
every child is as a reader, both their strengths
and the areas in which they need to develop.
Teachers and SLT to confidently know the
attainment of PPG and MA children across
the school.
Teachers to feel confident in improving and
maintaining the attainment and progress of
MA, PPG and vulnerable children in their
classes.
Monitor audit and provide
support. Monitor after support
has been given.
We have strong knowledge of
staff reading children’s books.
HN and BH discuss how reading
is monitored in class by
teachers and share ideas and
good examples that are
happening across the school.
Analysis of attainment and
progress over time across the
school.
Co-ordinators track those chn
who failed phonics test in y1/2.

2. The Batt C of E Primary School
Priorities Actions By whom? By when? Time/Resources (£) Success Criteria Monitoring activities
2 -TEACHING THE
READING CURRICULUM
and TARGETING
RESOURCES
To make use of every
opportunity the
curriculum offers and to
use a wide range of
different reading
material to teach
children to become life-
long readers.
To support teachers with the reading curriculum to ensure that
children’s love of reading is developed through motivating books
and texts. Children will have the opportunity to read and listen to
texts and authors from new or unfamiliar genres. Books and texts
will provide opportunities for learning and reinforcing:
Word reading – as children encounter unfamiliar words
• Word of the day used throughout the school
Grammar and punctuation – through seeing them in context and
considering how they are employed for effect.
Comprehension – through listening to reading and discussing
challenging texts.
Vocabulary and spelling – by encountering new language.
• Word of the day and magpie
Spoken language through participating in discussions about books
Writing (both transcription and composition).
Review reading support interventions – what impact are they having
on children’s enjoyment, learning and understanding of texts?
• Y6 reading for pleasure group
Build time for all children to read independently, read aloud and
be read to during the school day.
Give time for sustained independent reading within the school day.
In addition to this, provide opportunities for children to enjoy reading
outside during break/lunch times, before and after school.
Children to choose their own reading material for independent reading
with a teacher at hand to guide their choices.
Talk to the children about what they are reading. How did they choose
this text? How long have they been reading it? Are they enjoying it? Do
they have plans/ideas for what they might read next? Introduce children
to books that are beyond their current knowledge.
Carry out an audit of texts used across the curriculum in each year
group.
Use ‘Cultural Capital’ texts from ‘teachlikeachampion’ website to guide
book choices.
• Improved resources 2020
Texts should be selected to ensure they are both motivating and
challenging.
All class libraries to be audited
• Y6 have done this 2020
Both teachers and children (children’s voice) to have input on the
catalogue of books.
Use a percentage of PPG money to buy high-quality books, texts and
resources.
Develop good links with Witney Library
HN and BH
KS1/KS2 team
BH and HN
BH and HN to
recommend
Class teachers
BH and HN to
recommend
BH and HN to
oversee.
Class teachers
BH andHN
Ongoing HN and BH to carry out
learning walks
Time to feedback
strengths to class
teachers/SLT and areas for
development during staff
meetings.
Individual discussion had
with each teacher about
the English curriculum.
New class book brought
for each class to enjoy
from CC text list.
HN and BH
Books and texts used across the curriculum
will be of a high quality centred on the
recommendations of the Cultural Capital
texts.
The books and other resources used are
carefully matched to the school curriculum
and to the needs of the teachers.
The school views access to great literature as
an entitlement, giving children access to a
world beyond their immediate experience.
Monitor planning and use of
resources /interventions
through discussions at staff/
team meetings/PPA
Monitor through reading
journals / learning walks.
Co-ordinators have identified
what texts are being used and
by whom.

3. The Batt C of E Primary School
• Y6 and Y3 have done this 2020
Visit and join as whole classes.
Promote a culture of finding, discussing and using new and
unfamiliar vocabulary across the curriculum.
Word of theday isbeingused in all classes which creates great discussions
– continue to promote and record, e.g. a word of the day book, write the
words in or take pictures. The book is used as a reference for children.
Explore Averil Coxhead’s ‘Word Families’
Continue to provide opportunities for ‘Reading buddies’ where
different year groups pair up to share books.
• Y6 and R, 2020
• Y5 and Y2, 2020
Children’s Voice
Maintain positive attitudes to reading and an understanding of what the
children have read by giving opportunities for children to recommend
books to their peers, giving reasons for their choices (e.g. recorded book
reviews on See-Saw with a QR code for children to access).
Listen to children’s views about reading and involving them in selecting
books and resources to provide motivation which will play a part in
strengthening the school’s reading culture.
Curriculum Ambassadors to give views and support peers in their
learning.
• Term one 2019 completed, need to ensure it’s ongoing.
Class teachers
BH and HN
PPG money
Children’s voice will be a key influence and
meeting with the curriculum ambassadors.
3 -DEVELOPING THE
READING
ENVIRONMENT
To understand the role
the physical
environment, including
libraries, book areas
and displays can play in
teaching children to be
readers.
Audit the reading environment of the school – whole-school
library, class libraries, reading spaces around the school. How
effective are these spaces? How do they contribute to the school’s
reading culture and promote a love of reading?
• Y6, Y5, Y3 showed evidence of this 2020 during learning
walk
Are the book areas: inviting? Well-organised to ensure there are areas
for both working and reading for pleasure? Are displays of books and
resources attractive, advertising the books in stock? Are books rotated
around to keep the spaces fresh and prevent them from being
neglected?
Carry out discussions with staff about reading spaces. Create
priorities, e.g.
Updating stock, with children involved in stock selection
Supporting less-able readers to find books quickly
Considering the non-fiction section to make it more obvious that non-
fiction can be read for pleasure.
• Book reviews displayed in book corners and the library.
BH and HN
Teaching staff
BH and HN
Term 1
Learning walks and
sharing outstanding
practice.
The library and book areas are welcoming,
working spaces, where children visit, read,
choose and talk about books.
In order to use all the time that is available to
promote reading, reading areas should be
accessible before school, during break times
and after school for parents and children to
visit together.
Ongoing monitoring of reading
spaces
Share outstanding practice
with staff during staff mtgs.

4. The Batt C of E Primary School
Last updated: September 2020
Create ‘wandering book boxes’ where children can put a favourite
book from home when they have finished it and choose another
(teachers created their own mini-library in the staffroom 2020
encouraging discussion of books amongst staff and children).
Think about the outdoor space, e.g. create a reading chair/bench/log
circle/ shelter where children can take books all year round.
BH and HN
Priorities Actions By whom? By when? Time/Resources (£) Success Criteria Monitoring activities
ENGAGING PARENTS
and CELEBRATING
READING
4 – To harness the
enthusiasm of parents
to ensure the culture of
reading developed by
the school extends into
the home.
To involve the school
community in special
events to raise the
profile of reading and
engage the children.
Audit the views of families about reading. What works well for
them? What would they like more support with? What challenges do
they face about their children reading at home? Analyse the responses
as a staff team and consider how the school can support parents.
• Term 1 2019 questionnaire went out to parents.
Create short videos showing different ways in which children engage
in reading for pleasure in school and share with parents via the school
website or Seesaw.
Hold annual Curriculum Evening for parents with information and
discussions about reading for pleasure and the reading curriculum.
• Term 1
Celebrating Reading
Books are to be celebrated and promoted every day.
• New texts are shared with class with speed book dating and
blurb reading with discussion
Children recommending books
• Book reviews
Reading blurbs/opening paragraphs/key incidents to excite children
• Evident in teaching across the school using inference skills
Collect teachers’ ideas for promoting reading.
Use assemblies as opportunities to talk about and promote books
Take part in key events, e.g. Book Fair Takeover and World Book Day.
BH and HN
BH and HN
BH and HN
prepare
resources.
Teaching staff
Teaching staff
Term 1
Term 2
Term 1
Ongoing
Ongoing
Parents will be aware of the importance of
reading and will have opportunities to learn
how to support their children.
Children will be involved in moments which
will enrich their reading environment.
Monitor parent feedback
5 – PROGRESS AND
ATTAINMENT
To ensure 80% reach
expected progress by
the end of the academic
year for reading
All children’s learning is continually imputed onto TARGET
TRACKER
Reading data to be robustly tracked each term to ensure that
attainment and progress will be in line with expectations by the end of
the academic year.
Where data is not inline then pupil progress meetings to be held to
address where support can be introduced to aide development
Teaching staff
SMT
Ongoing Teacher assessment is
inputted as ongoing
Carrying out assessments
Monitoring reading data
Percentage of children passing the reading
SATs test is 80%
Through robust interventions children who
are below age-related expectations will make
sustained progress to ensure they are age
related in their learning of reading.
Monitor reading data from
termly assessments and black
dot