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Our Schools

Yorkshire Endeavour Academy Trust is a unique and exciting partnership that was formed in 2018 by five primary schools that have a long and successful track record of collaborative working. Each with significant expertise in supporting schools.

Our Schools

Yorkshire Endeavour Academy Trust is a unique and exciting partnership that was formed in 2018 by five primary schools that have a long and successful track record of collaborative working. Each with significant expertise in supporting schools.

About our School

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Reading is central to our whole curriculum.

From the moment children enter our school, they are exposed to a wealth of high-quality texts and engaging reading experiences, feeding their imagination and instilling a lifelong love of reading.  

We understand the importance of reading as a gateway to the curriculum and the wider world. We promote the benefits of reading and, by using book recommendations along with access to current periodicals and newspapers, the children get to access a wide range of texts. Children develop settled reading habits by reading regularly for pleasure and research. 

Our overarching aim is for our children to become fluent, confident readers, who develop a love of books and language that helps to equip them with the communication skills needed for their next steps in education and beyond.

Intent

Curriculum design, coverage and appropriateness 

The intent behind our approach to Reading is: 

  • To promote a love of reading , through teacher knowledge of high-quality texts used across the curriculum. 
  • For children to obtain a word reading knowledge alongside comprehension skills in order to navigate texts and deepen their understanding of the world.
  • To ensure that every child learns to read to a high standard of fluency and understanding, regardless of their background, needs or prior attainment. 
  • Close the ‘word gap’ by expanding pupils' vocabulary, deepening their understanding of the texts they are reading and widening their use of spoken language.   

Implementation 

Curriculum delivery 

Teaching (pedagogy) 

Assessment (formative and summative)  

Reading is implemented through a holistic approach, whereby children are reading across the curriculum.  Children read every day, with the opportunity to read individually, in pairs and in small groups as part of a whole class session. Children have a broad and balanced reading diet, and are exposed to a range of genres and authors.

Our Whole-class reading approach provides a clear structure and sequence, allowing our children to frequently access all reading domains.Children are exposed to a broad range of genres and authors both ‘Old and Gold’, and 'New and Bold’, allowing our children to become ‘Rounded Readers’.

The ongoing assessment of children’s reading progress is sufficiently frequent and detailed to identify any pupil who is falling behind. 

Teachers encourage reading for pleasure by:

  • Reading aloud to children daily.
  • Providing time and space for children and teachers to share their recommendations and opinions.
  • Encouraging reading at home. Sending home books that closely match the letter-sound correspondences, but also are also able to take home an additional book from our school library or class reading corners to share.
  • Parents visiting school to read with their children particularly during Whole School reading events.
  • Using reading areas in the classroom
  • Involving children in the care and selection of books.

Impact 

Attainment and progress (including national tests and assessments) 

 The impact of our approach to Reading is that children are excited to read and frequently recommend and talk about their favourite authors and texts. 

Phonics

All teachers have the highest expectation that children will become confident ,proficient readers by the end of Key Stage 1 through our consistent implementation of our chosen Systematic Synthetic Phonics (SSP) Programme:

Intent

Curriculum design, coverage and appropriateness 

The intent behind our phonics approach is to: 

  • Deliver a high-quality systematic synthetic phonics programme of proven effectiveness, followed with rigour and fidelity so that children are taught consistently to use phonics as the route to reading unknown words. 
  • Ensure pace of the phonics programme is maintained through high quality teaching and same day intervention, so that children become confident, fluent and independent readers. 
  • Ensure children’s reading books show a cumulative progression in phonics knowledge that match the grapheme-phoneme correspondences they know to support decoding skills, building fluency. 

Implementation 

Curriculum delivery 

Teaching (pedagogy) 

Assessment (formative and summative)  

We teach phonics using Little Wandle. More information can be found here:

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Impact 

Attainment and progress (including national tests and assessments) 

The impact of our consistent and systematic teaching of our phonics programme is that children become fluent and confident readers by the end of KS1.