Updated Reading Policy 2016
Please click on the link below to access our new Policy.
Tuesday 8th December 2015
Winter Reading Cafe
Many thanks to all of the Parents and Carers who attended our reading cafe today. It was great to welcome over 60 parents and children across all of the different year groups. We look forward to hosting another reading cafe next term! Here is some feedback from those that attended.
“Amazing! Great opportunity to share this special moment with my son. Nice food. Really well organised. Thank you.”
“Really enjoyed the reading café as did the children. I think it’s a great idea, anything that encourages reading is fab!”
“I think the reading café is wonderful, we love it! The prefects were most helpful and very engaging.”
“Kids enjoyed the reading morning and it was a lovely atmosphere.”
“A very nice eye-opening experience. The service given by the children was great. Very well done all round.”
“Lovely event. Delicious food and good choice of reading books. The whole set up was very cosy.”
Friday 27th November 2015
World Book Day Competition
Well done to all the children who worked together on the World Book Day Competition for next year. We have now submitted our entry and please see below the performance of our school poem.
Tuesday 6th October 2015
OGPS Reading Cafe
Thank you to all those parents and carers that attended our reading café this week. We were delighted to welcome over 80 parents and carers to the event. It was great to see families reading together and children enjoying a variety of different texts. Thanks to our Year Six helpers who served our café guests and read with some younger children. We’re already looking forward to our next café after half term, dates to be confirmed!
Please see below for some parent feedback and photos from this event:
“Another amazing event. We so enjoy the opportunity to read together and look at all the wonderful books.”
“Great initiative and a lovely start to the school day. A perfect atmosphere. Thank you!”
“This event shows it is fun reading together. The message is that reading is fun when you create the right environment.”
“Amazing, well laid out and organised. Refreshing to be offered a lovely reading environment. We really enjoyed it.”
“Excellent to see more children and parents engaged. Excellent work from the school, thank you.”
“Really enjoyable, think it’s hugely important for the kids to be able to share with their parents. They felt super happy and proud. Well organised!”
Thursday 1st October 2015
The Henley Literary Festival
Some of our Year Six children enjoyed a wonderful day at Henley Literary Festival today. After an early start we travelled by train and arrived at The Christchurch Centre for a very entertaining talk by the author Michael Morpurgo. He discussed the inspiration for some of his characters, confessing to be a ‘ story thief,’ stealing ideas and inspiration from friends, children and the world around him.
We were fortunate enough to meet Michael Morpurgo at the end of the event and Florence asked him how he became inspired to be an author. He told us a great story about being a primary school teacher for eight years and teaching a year six class who were very uninspired by their class text. In order to capture their imagination, he made up his own story which he told them at the end of school every day. After his Head Teacher came to listen one day, she encouraged him to contact a publisher and this publisher asked him to write five more stories!
Please see the link for some photos of this day and some quotes from the children below:
“Meeting Michael Morpurgo was amazing and inspiring and it was great to be able to ask him questions.” (Florence)
“Michael Morpurgo was amazing and funny. I liked his stories about Year Six children!” (Jada)
“Meeting Michael Morpurgo was a treat. I love the fact that his ideas come from the world around him.” (Ora)
“He was funny and inspiring. I liked hearing about ‘War Horse'” (Reo)
“It was great to meet Michael Morpurgo and to hear him answer lots of different questions.” (Taha)
“I love his book, ‘Running Wild.’ It was interesting to hear how to get a book published.” (Kai)
The Reading Cafe is returning
On Tuesday 6th October 2015, our wonderful Reading Cafe will be returning to the Lower Hall at the following times:
Key Stage 2 – 08:30 – 10:30 a.m.
Key Stage 1 – 2:30 – 4:30 p.m.
Please click on the letter below for further information.
Thursday 24th September 2015
Parent Reading Workshop
If you were unable to attend this informative workshop, then please click below to access all the resources that were distributed in the Parent Reading Packs.
Hand writing phrases High Frequency Words 100 A4 Size H&V Recommended books for Foundation stage & Yr 1 Recommended books for Year 2 & 3 Recommended books for Year 4 & 5 Top 10 book and bookish apps for young children Understanding the Book Year 6
Tuesday 14th July 2015
Key Stage 1 Reading Voucher Prizes
Summer Term 2015
Please click below to see our dedicated readers.
Tuesday 7th July 2015
Parent Reading Cafe
See the comments below collected from Parents and children who attended
What a success and thank you
“I liked the mouth watering food and missing class for reading with my Mum.”
“This café is the best ever! I liked the book ‘Chopsticks.’ It was great!”
“I think this was fun because I’m not really interested in reading but now I am”
“I think this is so special. A lovely way to encourage a love for reading and learning. Nice treats, relaxing music and great books! Fantastic!”
“It was wonderful to observe all the kids discovering a love of reading with the huge array of books on every subject. So lovely to see all the parents and children having lovely relaxed time with books, food and music. We had a great time and would love to visit again”
“I really enjoyed the idea of the café and would love another one next year. My son and I really loved reading together away from the stresses of home life. Thank you!”
World Book Day 2015
Click below to see our fabulous day
Spring Term 2015 – Recipe Reading Passports
Well done to all those children who are continuing to make progress with their reading passports. A great number of certificates are being issued each week which is fantastic!
Remember 10 prizes will be drawn out of a hat for children who complete the passport before the end of this half term.
Please click on the link below to find the reading passport recipe collection.
Updated Reading Policy 2014
Please click on the link below to access our new Policy.
New Reading Passport to be launched.
We are excited to inform you that we are launching a new Reading Passport after half term. The theme for the new Reading Passport is recipes. We are inviting all children to submit one of their favourite recipes which could be selected and used in the passport. The reading passport will celebrate different cultures and ingredients from around the world. Each page of the passport will focus on a different food type and/or recipe.
If your child would like their favourite recipe to be considered for the new passport, all they need to do is write or type the recipe and hand it in to the School Office. Please ensure their name and class is clearly visible on the sheet.
Entries should be submitted by Tuesday 7th October
We look forward to reading your entries.
Thematic Curriculum and Guided Reading
Click on the link below to see our curriculum overview for the year which also shows the texts that each year group will be studying within their Guided Reading sessions. (these are identified in green).
Friday 29th November 2013
Reading Passport Update
Congratulations to the children who have already received certificates for the new reading passport scheme. This week 81 certificates have been issued across the school which is fantastic.
Please remember to sign and date every red dot on each page of your child’s passport. Passports are collected from the classrooms every Thursday.
Special mentions to Merpeople, Goblin and Dragon classes who have been issued with a large number of certificates.
Congratulations to Amir (Goblin), Kondwela (Leprechaun) and Tilly (Dragon) who have already completed their passports! Prizes will be issued and drawn out of a hat… more details to follow!
Thursday 7th November 2013
Reading Passport News
Please click on the link below to learn about our new Sports Learning Passports
Phonics and Reading Policy
At Oxford Gardens we aim to:
• Ensure progression of reading skills across the school.
• Inspire pupils to read through exciting shared experiences.
• Develop a clear understanding of the structure and language features associated with different text types.
• To teach pupils to decode letter•sound correspondences quickly and effortlessly, using their phonic knowledge and skills
• To teach pupils to read ‘tricky’ words on sight
• To teach pupils to understand what they read
• To teach pupils to read aloud with fluency and expression
• To teach pupils to spell quickly and easily by segmenting the sounds in words
Teaching and Learning
• High quality texts are used to challenge, enthuse and engage children.
• There is a clear progression in the teaching of reading which includes the familiarisation of different text type, the identification of structure and language features, modelled reading, guided reading and independent reading.
• Progression of teaching reading includes giving children opportunities to work on fluency and expression within their reading.
• Use IPC themes to provide wide selection of books
Pupils are grouped by reading ability. The teacher works with each group in rotation during the week. The task is carefully selected to provide an appropriate level of challenge and will focus on a particular aspect of the reading process. Teachers choose a target for each group to work on based on an assessment of their individual needs identified in APP and previous reading.
i) Foundation Stage (FS)
In Year R we emphasize the alphabetic code. The pupils rapidly learn sounds and the letter or groups of letters they need to represent them. Simple mnemonics help them to grasp this quickly. This is especially useful for pupils at risk of making slower progress. This learning is consolidated daily. Pupils have frequent practice in reading high frequency words with irregular spellings – ‘tricky words’.
We make sure that pupils read books that are closely matched to their increasing knowledge of phonics and the ‘tricky words’. This is so that, early on, they experience success and gain confidence that they are readers. Re•reading and discussing these books with the teacher supports their increasingly fluent decoding.
Alongside this, the teachers read a wide range of stories, poetry and non•fiction to pupils; they are soon able to read these texts for themselves.
Reception has a daily phonics lesson which includes learning a sound, reading a book and completing a comprehensive task. Each class has a set of Ruth Miskin resources.
ii) Key Stage 1
Key Stage 1 have a 30 minutes phonics lesson a day which includes learning a sound, reading a book and completing a comprehensive task. Each class has a set of Ruth Miskin resources.
iii) Key Stage 2
All Key Stage 2 classes have a 30 minute lesson a day. Each Year group reading resources and posters on the wall to explain the AFs.
Both Reception and Key Stage 1 use Ruth Miskin to plan each phonics and reading lesson. They use the interactive flipcharts, sound cards and books to plan interesting and engaging lessons.
Key Stage 2 use APP reading guidelines to inform weekly planning. The units and Framework provide the basis for objectives, text types and experiences that need to be provided. Teachers should use the objectives and units flexibly to plan engaging and challenging learning that provides meaningful opportunities to read and understand what they have read.
Within Key Stage 1 and 2 the full week’s planning should be on the system by the previous Friday. Each year group should have their flipcharts for each day supporting their teaching sessions saved on the staff drive. They should ensure that they have at least Monday and Tuesday’s flipcharts saved by the previous Friday. These will then be completed by the end of Tuesday.
The majority of guided reading lessons are expected to be differentiated to 3 different targeted levels and teachers are required to indicate on their planning if the children are working independently or as part of a focus group. Teachers use APP for reading to target learning at each level and ensure high expectations are set for children’s progression.
Teachers are required to plan extension activities to ensure children are being stretched. The extension should provide a learning experience that builds on learning and targets progress to the next level. Planning should show where each adult is placed within the class.
AFs are included on all planning and are shared with the class. Every lesson has at least 1 assessment focus; these are either shared with the pupils or created with the pupils depending on age and ability.
Assessment, Monitoring and Moderation
From the final term of Reception all children have a ‘Learning Journey’ within this folder there is APP for all levels from Level 1 to 5. When a target has been met it is highlighted. At the end of every half term teachers report to the SLT the reading level of every child in the class. Termly progress meetings identify strategies addressing any concerns. At the end of each term the levels for each child are put on SIMS.
Teachers use termly tracking grids to target learning at three levels for planning. Targets are selected from APP as a basis to every guided reading focus group.
Teachers are expected to use AFL strategies that are agreed and reviewed on a yearly basis, in all guided reading lessons.
Assessment is a critical element of our programme. The teachers assess:
-pupils’ phonic knowledge
-the speed at which pupils are able to read the text
-their understanding of the stories they read.
We record the results from the Sound and Word Assessments, which take place every eight weeks, on the Assessment Tracker. These data allow us to intervene in different ways. For instance, we quickly move pupils to another group if they are progressing faster than their peers.
Equal opportunities and Special needs
All children must have the opportunity and the encouragement to reach their full potential regardless of race, creed or sex. To give plenty of opportunities for discussion and language development, it is important that children attempt lots of enquiry based learning. Teachers identify the children who need extra support wit their reading and allocate a 1:1 reading volunteer. Children with EAL who need support are targeted by the EMAG teacher.
Guided reading resources for Key Stage 2 are stored in the Intervention room on
the Staff drive. Ruth Miskin resources are stored in Reception and Key Stage 1
There is a great deal of resources which are now accessed on the school network.
These can be found in the Staff drive within the reading folder or through the
literacy link within all programs.