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English KS2 Reading INTENT, IMPLEMENTATION AND IMPACT STATEMENT 

The more that you read, the more things you will know. The more that you learn, the more places you’ll go – Dr. Seuss

Curriculum Intent

At John Burns Primary School, our intent is to:

  • Recognise that reading is the core skill to everything that children do. It is integral to our school curriculum and a fundamental life skill that impacts on the acquisition of knowledge.
  • Develop positive attitudes towards reading so that it is a pleasurable and meaningful activity.
  • Develop fluent, independent and reflective readers who are confident to talk about books and authors.
  • Equip pupils with not only the minimum statutory requirements of the reading National Curriculum but to prepare them for the opportunities, responsibilities and experiences of later life.

Curriculum Implementation

At John Burns Primary School:

  • Children hear, share and discuss a range of high-quality texts through whole class teaching.
  • All genres are covered (fiction/non-fiction/poetry) across a term in each year group to ensure progression and breadth of coverage.
  • Explicit, reading skills teaching is timetabled as a discrete lesson in KS2 classes each week.
  • Reading skills teaching also takes place across the curriculum as well as during Phase 1 of every English teaching sequence.
  • The teaching of reading skills is supported by a reading skills curriculum. We explicitly teach the following key reading domains: Vocabulary (and grammar – linguistic knowledge), inference, prediction, explanation, retrieval, summarising/sequencing.       
  • High quality texts and passages are chosen, appropriate to the expectations of the year group or ability of children, and teachers use this to model the application of agreed reading skills. The level of challenge increases throughout the year groups through the complexity of texts being used.   
  • Daily 15 minute DEAR (Drop Everything And Read) sessions take place after lunch. Pupils read from books sets according to their stage of reading development.
  • Our coloured book band reading scheme ensures that children access the right home reading text for their ability. They vary in several ways, including layout, size, vocabulary and length. When they are ready, they become ‘free readers’ and choose their own reading book, either from a wide selection of books in the library or from home. 
  • Children are expected and encouraged to read at home every day (15 minutes). Reading diaries log reading activity, including pages read.   
  • Effective CPD are available to staff to ensure high levels of confidence and knowledge are maintained.
  • Assessment is informed by observations during reading skills sessions, verbal feedback, pupil voice and by termly reading assessments.
  • Summative judgements (Working Towards/Working At/Working Above age-related Expectations) are recorded each term, discussed at pupil progress meetings and in end of year reports for all KS1 and KS2 pupils.
  • At the end of KS2 pupils will sit Reading SATs papers. These results will be used to validate teacher-assessment judgement in Reading (Working Towards/Working At/Working Above age-related Expectations)
  • A love of reading is promoted through: vibrant and inviting book corners in classrooms, DEAR (drop everything and read) and timetabled story sessions at the end of each school day.
  • A HLTA leads weekly library sessions so that children understand the function and purpose of a school library.
  • All pupils in KS2 experience a 30-minute library session twice each half term.
  • Library sessions provide opportunities for children to read for pleasure and inspire a love of books.
  • Effective use of author visits (in-person and virtual) are planned, to enrich and enhance learning experiences and to develop children’s cultural capital in reading.
  • Whole school themed events raise the profile, as well as promote a love of reading, e.g. National Poetry Day and World Book Day.

Curriculum Impact

At John Burns Primary School, our pupils will:

  • Through reading widely across both fiction and non-fiction texts:                                                     - developed knowledge of themselves and the world in which they life;                                                    - established an appreciation and love of reading;                                                                                         - gained knowledge across the curriculum; and                                                                                               - developed their comprehension skills. 
  • The ability to engage in discussions about books, with the ability to evaluate language and discuss the effect on the reader.
  • High aspirations, which will see them through to further study, work and a successful adult life.