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The Heights, Burnley has recently been graded by OFSTED as a GOOD provider
All students must arrive to school in full school uniform. Daily checks will be taking place.
Our school day commences at 09:00. Students may arrive from 08:30

Reading Strategy

Reading for all at The Heights, Burnley
Targeted Intervention Universal Offer
 

Additional support for the weakest readers

  

Reading for pleasure

  

English Curriculum

  

Wider Curriculum
Reading concerns

·         Diagnostic Reading Assessment

·          Close monitoring through Accelerated Reader

·         Specific interventions including: phonics, fluency, comprehension and reading for pleasure.

·         Dedicated KS1 and 2 phonics programme.

·         Dedicated KS3 and KS4 phonics programme.

·         Quality First Teaching strategies- teachers made aware of these pupils.

 Accelerated Reader

·         Access to the school library

Culture of reading

·         Reading recommendations from every teacher ‘I am reading posters’.

Quality resources

·         Well stocked and maintained library with a dedicated TA.

·         Recommended reading lists

·         Reading events including WBD.

·         Book Buzz so that all pupils have access to reading materials.

 

 Carefully chosen texts to increase background knowledge

 

·         Novels, poetry and non-fiction texts within the English curriculum.

Curriculum Thinking Documentation

·         Key reading knowledge revisited.

·         Vocabulary taught via the SEEC model.

Library lessons

·         KS3 pupils access library lessons and select their own reads.

 

 Vocabulary instruction

·         Key vocabulary taught using Alex Quigley’s SEEC model.

Oracy

·         Modelling of reading by teaching staff

Staff CPD

·         INSET and regular CPD focus for all teachers and support staff.

 

 

At The Heights, Burnley reading is prioritised throughout our school and is an integral part of the daily routine. Our whole-school approach includes:

 

 

  • At Year 9, 10 and 11, we use a Diagnostic Reading Analysis for pupils who need urgent interventions with comprehension, fluency and phonics.

 

  • We use the Accelerated Reader reports to reveal how much a student has been reading, at what level of complexity, and how well they have understood what they have read.

 

  • For KS1 and KS2 we use the Read, Write Inc. Phonics screening programme daily during lessons.

KS1 Reading Overview

 

  • We also use IDL as a literacy improvement tool, this digital platform is used to practise phonics, spelling, punctuation, sentence and reading skills at a level appropriate to a pupil’s own ability.

 

  • This data allows the school to implement swift interventions, which run for a full term and is collected via the library and The Link and the impact of the intervention is measured.

 

  • Weak readers receive additional support and interventions immediately with reading and literacy:

 

  • Reading interventions are identified by the Reading Lead, who collaborates with the Senco to ensure interventions are timetabled and monitored.

 

  • Reading interventions are facilitated in The Link (SEND) and the library and impact is measured half termly.

 

At Key Stage 1 and 2 we use the ‘Read, write Inc’ phonics programme, staff have received external CPD to ensure they are fully trained.

 

We also offer phonics based interventions at Key Stage 3 and 4 for those pupils identified.

 

  • Staff have accessed extensive CPD for reading including; how to model reading, being a role model for reading, guided reading and pre-teaching vocabulary using the SEEC model.

“We are passionate about making a difference, removing challenges to learning, having a positive impact, delivering high quality teaching and learning, and achievement for all.”