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The Leeds Book Awards 2023 winners revealed!

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The Leeds Book Awards 2023 winners revealed!

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Last night, a group of children from Phase 5/6, along with Mrs Petch and Mr Brough, attended the Leeds Book Awards award ceremony at Elland Road's Centenary Pavillion.  As part of the event the children got to meet some of the authors from the shortlisted books. They were all starstruck when Lucy Brandt, the author of the Leonora Bolt series, was sat at the Rothwell Primary School table for the ceremony! They had great fun in the photobooth and collecting the author's autographs.

All children in school have been reading the shortlisted books over the Summer term last school year and we voted for our favourites when we returned in September. Last night the winners in each category were announced!

The winners were...drum roll please...

In the Early Years category...Bears Don't Cry by Emma Chichester Clark

In the Key Stage 1 category...Five Bears by Catherine Rayner

In the Lower KS2 category...The Shop of Impossible Ice-creams by Shane Hegarty

In the Upper KS2 category...Tyger by SF Said

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Leeds Book Awards 2023 Revealed - Upper Key Stage 2

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Leeds Book Awards 2023 Revealed - Upper Key Stage 2

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Another drum roll please...We are delighted to announce the shortlisted books for the Leeds Book Awards 2023! Upper Key Stage 2 can look forward to reading these books after half term before the children vote on their favourite book. Winners will be announced at a special 'Oscars' style ceremony in the Autumn term.

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Leeds Book Awards 2023 Revealed - Lower Key Stage 2 

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Leeds Book Awards 2023 Revealed - Lower Key Stage 2 

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Leeds Book Awards 2023 Revealed - Reception and Key Stage 1 

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Leeds Book Awards 2023 Revealed - Reception and Key Stage 1 

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Drum roll please....we are over the moon to announce that Hank The RPS Reach Bear will be displayed at...Leeds Kirkgate Market!! Hank will be on display as part of the Leeds Bear Hunt trail from the 19th June. Well done to everyone involved in this public art trail! We can't wait to spot Hank and all his friends this summer.

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Bedtime Story Session for Reception 2023

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Bedtime Story Session for Reception 2023

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Phonics and Early Reading Intent

At Rothwell Primary School, we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Reception and follow the Little Wandle Letters and Sounds Revised Programme Progression Overview, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.

As a result, all of our children are able to tackle any unfamiliar words as they read. At Rothwell Primary School, we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.

Comprehension

At Rothwell Primary School, we value reading as a crucial life skill. By the time children leave us, they read confidently for meaning and regularly enjoy reading for pleasure. Our readers are equipped with the tools to tackle unfamiliar vocabulary. We encourage our children to see themselves as readers for both pleasure and purpose.

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Can you complete the Summer Reading Challenge? 

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Can you complete the Summer Reading Challenge? 

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Are you ready for your next reading challenge? Any children who complete this fabulous reading challenge, which you can sign up to at the local library, will qualify for a reward in school after the summer. Your child will just need to bring in their certificate. Thank you in advance for your support!

https://summerreadingchallenge.org.uk/.../gadgeteers-intro

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Huge congratulations to the massive 131 children who complete the summer term Rainbow Reading Challenge! They had a fabulous reward on the field yesterday with ice creams/lollies, water pistols, music and lots of PE/games equipment. Many thanks to the parents and carers who supported this too. Happy reading bookworms!

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YEAR 2 to YEAR 6 IMPLEMENTATION

A diagnostic approach is used to plan focused lessons on a reading skill the children are consolidating or developing. Guided reading is delivered in a whole class format with the expectation that the lowest 20% will be supported so they can be exposed to the same aspirational vocabulary. Sessions will focus explicitly on modelling and teaching decoding, comprehension and vocabulary strategies using the VIPERS. There is a structured approach to organising the sessions based around the seven steps to develop children’s metacognitive skills. The ‘PEE’ (point, evidence, explanation) and the ‘PE,PE’ (point, evidence, point evidence) approach to answering questions is taught in KS2.

Fluency is also key during these sessions where strategies to improve speed could include: ‘My turn/your turn’, Choral reading, Partner reading (A & B) and Echo Reading.

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It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing).

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Key Stage 1 and Key Stage 2 English Programme of Study

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Key Stage 1 and Key Stage 2 English Programme of Study

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Every teacher in our school has been trained to teach reading, so we have the same expectations of progress. We all use the same language, routines and resources to teach children to read so that we lower children’s cognitive load.

Staff will use the progression chart for their year group to ensure they are teaching the correct GPCs with fidelity and that they are maintaining pace to ensure children meet the assessment expectations for each half term. Staff will follow the weekly plan which details each element of new learning they teaching, and contains the daily content and sequence that must be taught. https://www.littlewandlelettersandsounds.org.uk All lessons follow the consistent structure of revisit and review, teach, practise and apply. Resources to prepare for the lessons are detailed on the weekly lesson plans. Weekly lessons are supported by detailed prompt cards and the ‘How to videos’, which all reading teachers should be referring to regularly.

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Daily phonics lessons in Reception and Year 1

Children make a strong start in Reception: teaching begins in Week 2 of the Autumn term. In Reception, we build from 10-minute lessons, with additional daily oral blending games, to the full-length lesson (30 minutes) as quickly as possible. Each Friday, we review the week’s teaching to help children become fluent readers.

Children in Reception are taught to read and spell words using Phase 2 and 3 GPCs, and words with adjacent consonants (Phase 4) with fluency and accuracy.

In Year 1, we teach phonics for 30 minutes a day. Children in Year 1 review Phase 3 and 4 and are taught to read and spell words using Phase 5 GPCs with fluency and accuracy. Grow the Code sessions begin each Friday In Autumn 2 , where the week’s teaching is reviewed.

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Daily Keep-up lessons ensure every child learns to read

In Reception (and the beginning of Year 1), any child who needs additional practice has daily keep-up support, taught by a fully trained adult. Keep-up lessons match the structure of class teaching, and use the same procedures, resources and mantras, but in smaller steps with more repetition, so that every child secures their learning. We use the Little Wandle Letters and Sounds Revised assessments to identify the gaps in their phonic knowledge and teach to these using the keep-up resources – at pace.

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Catch up lessons ensure every child learns to read

We timetable daily catch-up phonics lessons for any child in Year 2 who is not fully fluent at reading or has not passed the Phonics Screening Check. These children urgently need to catch up, so the gap between themselves and their peers does not widen. If any child in Reception to Year 2 has gaps in their phonic knowledge and any child in Key Stage 2 who are not reading without overtly sounding out and blending, we plan phonics intervention sessions to address specific reading/writing gaps. We follow the rapid catch up programme for these children.

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Teaching reading: Reading practice sessions three times a week

We teach children to read through reading practice sessions three times a week. These are taught by a fully trained adult to small groups of approximately six children and use books matched to the children’s secure phonic knowledge. These are monitored by the class teacher, who rotates and works with each group on a regular basis.

In Reception these sessions start in Week 4 and continue throughout Year 1.  In Year 2, we continue to teach reading in this way for any children who still need to practise reading with decodable books.

Each reading practice session has a clear focus, so that the demands of the session do not overload the children’s working memory. The reading practice sessions have been designed to focus on three key reading skills: decoding, prosody (teaching children to read with understanding and expression) and comprehension (teaching children to understand the text).

Each book has key GPCs matched to phonics knowledge to focus on , new vocabulary to introduce and key words to decode/spot in the text.

Reading practise sessions are supported by detailed prompt cards and the ‘How to videos’, which all reading teachers should be referring to regularly.

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https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/

The resources on this page will help you support your child with saying their sounds and writing their letters. There are also some useful videos, including correct pronunciation, so you can see how they are taught at school and feel confident about supporting their reading at home.

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Impact - Early Reading

In 2024 83% of the Year 1 children passed the Phonics Screening Check. 91% of Year 2 children had passed the Phonics Screening Check by Summer 2024.

Assessment

Assessment is used to monitor progress and to identify any child needing additional support as soon as they need it.

Assessment for learning is used: DAILY within class to identify children needing Keep-up support and WEEKLY in the Review lesson to assess gaps, address these immediately and secure fluency of GPCs, words and spellings.

Summative assessment is used: every six weeks to assess progress, to identify gaps in learning that need to be addressed, to identify any children needing additional support and to plan the Keep-up support that they need., and by SLT and scrutinised through the Little Wandle Letters and Sounds Revised assessment materials, to narrow attainment gaps between different groups of children and so that any additional support for teachers can be put into place.

Statutory assessment Children in Year 1 sit the Phonics Screening Check. Any child not passing the check re-sits it in Year 2.

Ongoing assessment for catch-up  Children receiving catch-up are assessed through their teacher’s ongoing formative assessment as well as through the half-termly Little Wandle Letters and Sounds Revised summative assessments.

The Reading Leader and SLT regularly monitor and observe teaching; they use the summative data to identify children who need additional support and gaps in learning.

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Ensuring reading for pleasure

‘Reading for pleasure is the single most important indicator of a child’s success.’ (OECD 2002)

We value reading for pleasure highly and work hard as a school to grow our Reading for Pleasure pedagogy.

We read to children every day. We choose these books carefully as we want children to experience a wide range of books, including books that reflect the children at Rothwell Primary School and our local community as well as books that open windows into other worlds and cultures.

In Reception, we aim for 5 stories, books, rhymes or poems across the day. Children have access to the reading corner every day in their free flow time and the books are continually refreshed. Children from Reception onwards have a home reading record. The parent/carer records comments to share with the adults in school.

As the children progress through the school, they are encouraged to write their own comments and keep a list of the books/authors that they have read.

Each class aims to visit the local library once a term.

The school library is made available for classes to use. Children across the school have regular opportunities to engage with a wide range of Reading for Pleasure events (book fairs, author visits and workshops, national events etc) which enrich the curriculum and extend to the wider community.

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WHOLE SCHOOL IMPACT

Children confidently read a wide variety of fiction, non-fiction and poetry and use these skill to access the wider curriculum and develop a love of reading for pleasure. As they develop their own interest in books, a deep love of literature across a range of genres cultures and styles is enhanced. The impact of a vibrant reading community is that children are engaged in reading, enjoy reading, can talk about books and can be inspired by each other and staff. Children read for pleasure, read for a purpose and read for productivity. We firmly believe that reading is the key to all learning and so the impact of our reading curriculum goes beyond the results of the statutory assessments.

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Home reading

For children on the Little Wandle phonics scheme, the decodable reading practice book is taken home to ensure success is shared with the family. Reading for pleasure books also go home for parents to share and read to children.

Children across school are expected to read at home a minimum of 4 times across the week.

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Whole School Intent

By the end of primary school, children should be fluent readers who can read (with understanding) quickly, accurately and with appropriate stress and intonation.

School Guidelines

Reading / reading strategies have a high, visible profile

Children should access age-related texts matched using Lexile.com and a range of genres covered using resources such as Pie Corbett’s Reading Spine or The Five Plagues of Reading. Each half term children will have the opportunity to explore fiction texts, non-fiction texts and poetry.

Children should access high quality texts. Class text to be used – Each child to have access to a book /copy of the chapter. Not all chapters have to be a focus of reading sessions (some can be read for enjoyment)

Reading provision is objective led (not activity driven) with clear learning intentions and precise success criteria.

Questioning, modelling and metacognitive strategies are used by all adults.

All children read actively and independently each day. There are opportunities for silent reading, class story, guided reading etc.

Vocabulary, reading stamina and fluency are developed in all contexts.