Reading at Hayesfield

Students in Year 7 and Year 8 have one reading lesson a fortnight, during their English timetable, where they are expected to independently read books of their chosen genre through guided choice. We ensure that students’ reading ages are used to inform their choice of text so that all students are making progress with their reading. Students’ reading ages are checked three times a year and students who are making less progress than expected are provided with opportunities to secure improvement.

Year 7 students complete a Bedrock quiz. Bedrock Vocabulary is a research-based curriculum giving students the language they need to succeed at school and beyond. This provides an insight into the vocabulary they have already grasped and then supports them to develop their vocabulary, introducing new words through original fiction and non-fiction selected for that student. This is a digital resource and uses a series of multi-modal and interactive activities. https://bedrocklearning.org/

A phonics-based reading programme takes place to support our weakest readers in Year 7, as part of what we refer to as our ‘Achievement First Curriculum’. This aims to rapidly develop reading confidence and fluency. The curriculum starts with most of the curriculum time in Term 1 of Year 7 focused on developing students’ literacy skills. Phonics knowledge and understanding is explicitly taught to all students via Read, Write, Inc.

Across both KS3 and KS4 vocabulary is focused on in every lesson with key words displayed and referred to as part of the whole school teaching policy. Teaching reading and developing vocabulary is seen as part of the responsibility of all teaching staff. All Faculty Improvement Plans include an objective to develop reading within their subject areas with Literacy Leads in each Faculty working with our Director of Literacy.

At Hayesfield, we read. Students in Years 7-11 are therefore expected to have reading books that are an appropriate level for them with them at all times. This is promoted through our ‘Book in a Bag’ initiative. In Tutor sessions at the start of each day, students get their reading books out on the desk and the books then remain out on the desk for the duration of the session to enable Tutors to see what students are reading, and perhaps use the books as a spring-board for discussion depending on what is being covered in the pastoral curriculum that week. By having the opportunity daily to check in on reading, Tutors ensure that regular reading is continued beyond the Accelerated Reading years.

We also know how students are inspired to read different books by seeing the current reads of their peers and teachers. Every week in our School Bulletin a member of our school community shares their current read and recommendation. Additionally, each week Years 7-11 have Tutor Literacy sessions. These sessions all start with 10 minutes of silent reading then students look at a whole range of reading and literacy related content to support them to share their ideas. From sharing favourite reads, through to exploring issues with fake news, reading for accuracy and deciphering hidden meanings. The literacy sessions are linked with both the pastoral system and topic for that week and current affairs, giving students the opportunity to share their opinion in an encouraging and understanding environment.

The Accelerated Reading (AR) programme is a scheme used to encourage an active interest in wider reading choices, helping our teachers tailor their support to each student’s individual reading experience. Using their reading level- the ZPD range (Zone of Proximal Development), generated in the STAR reading test, teachers guide students to select books with an appropriate level of challenge during one-to-one discussions in their fortnightly reading lessons, helping them to secure strong reading growth. Students pick books at their own level and read them at their own pace. When finished, they take a short quiz on the computer. Passing the quiz is an indication that they have understood what has been read.

To access Accelerated Reader quizzes from home follow this link:
https://www.hayesfield.com/index.php/student-links/

Your daughter has her own login details and password to access the quiz.

We recommend regular reading for, as with anything, performance improves with practice and children who read at least 20 minutes a day with a 90% comprehension rate on the AR quizzes see the greatest gain. We have lots of books to choose from in school, however we are also aware that many students like to read their own books from home.

You can visit the website www.arbookfind.co.uk to search all of the available books with AR quizzes to see if the book your child wants to read is on the scheme. The quizzes can also be completed from home.

In school the STAR Reading assessments are used to generate information on students’ reading levels. The STAR test generates a students’ book-level (ZPD range) for use in the Accelerated Reader sessions and to help students The test is a computer based reading assessment, where the 34 questions adjust to a pupil’s responses, making the difficulty easier or harder depending on the comprehension of the question previous. The test uses multiple choice questions and takes approximately 30 minutes to complete. Teachers support students in taking a STAR Reading assessment in their Accelerated Reading class three times per year on the chromebooks in our Book-Eyrie The Zone of Proximal Development levels range from 2.0 up to 13.5- with 13.5 being the most challenging texts in terms of vocabulary. Books are chosen based on recommendations from the STAR Reading assessment.

We use data from the AR STAR tests and in-house reading assessments to inform our reading intervention programme. This comprises of:

• First wave intervention reading takes place during reading lessons. This uses comprehension and inference reading to ensure students grasp the content of what they are reading.
• Catch-up Reading: With the objective of supporting all students to be on or above their chronological reading age in mind, our Catch-Up reading program led by our SENDCO, offers individualised reading support for students who are identified as being two years under their chronological age. Staff are timetabled to read individually with these students, and we see tremendous progress with reading ages as a result.
• Sixth Form Buddy Programme – A select group of our Sixth Form students buddy up with weaker readers in KS3. It’s a time where KS3 students spend 15-30 minutes a week reading to their own ‘buddy’ who has volunteered to support this programme. Importantly, its aim is to enthuse the younger students, engender confidence and encourage more frequent reading.
• Read Write ink is used within Achievement First to support phonic improvement and Alpha to Omega is used by the external Dyslexia Specialist Teacher who is working with some of our dyslexic studen