1. Quality First Teaching of Reading at Willowbrook

2. Opportunities and provision
Starting in FS1 and FS2 we take every opportunity to expose the children to books, rhymes and stories through 'Five a Day.'
A systematic approach to phonics is used to teach children to read.
84% of children met the required standard in the Year 1 phonics screening test.
A TA is deployed to work 1-1 with every child in the Foundation Stage (and then for children in Year 1 and 2 if necessary) on blending work and tricky word list work. She uses the Jolly Phonics word boxes for this.
Children falling behind in year 1 are nominated for Reading Recovery.

3. Opportunities and provision
From year 2, children receive BRP (Better Reading Partnership) run by trained Tas.
Benchmarking in Foundation Stage and Years takes place every term (or more regularly if needed) and ensures that the book is matched to the child accurately and that progress is monitored carefully. Staff training was provided as part of a school wide reading project.
Colour coded book bands are broken down into the Reading Recovery levels, acknowledging that the wide range of books within each colour doesn't necessarily match each child's reading ability closely enough.
Book match is vital and each teacher has a grid showing the levels.

4. Opportunities and provision 2
We take opportunities up wherever possible e.g. 4 members of staff spent the day with Tony Whatmuff recently analysing the reading of 20 weaker readers.
We have ensured a well stocked library has been set up to attract both genders.
We do not have guided reading until children are reading independently at a level 2B.
We use the Reciprocal Reading method
Predict, Clarify, Question, Summarise and use that vocabulary from Foundation Stage to Year 6

5. Opportunities and provision 2
Progress is monitored by Phase leader (Foundation Stage and Year 1, Year 2 and 3 and Years 4, 5 and 6) leader so that any children falling behind receive support.
Pupil Progress Meetings (PPMs) take place four times a year and by the end of the KS1 we reach national averages despite lower than average results on entry. Results are above national averages by the end of KS2.
PPMs continue to identify children falling behind i.e. those pupils in Key Stage 2, who are not on track to make two levels progress. Interventions are put in place as needed.

6. Our aims
To make every member of staff in school an expert in the teaching of reading.
To plan a programme of CPD.
To close the gap for groups of children.
To increase the commitment to the teaching of phonics and implement a consistent approach to planning throughout the school.
To seek out and learn from best practice.

7. The novel led curriculum

8. Reading results at the end of Key Stage 2
% level 4+
% level 5
2008 63 24
2009 85 34
2010 78 33
2011 88 51
2012
94%
71%
2013
100%
43%

9. Before and after…

10. Before and after…
The environment has been transformed in the last four years, making sure that it is an attractive place to be and one that celebrates reading

11. What Next? Train all new members of staff and volunteer readers
Keep the profile of reading high
Run more sessions for parents
To increase the number of children receiving RR or BRP
Ask teachers to complete a running record (not just the benchmarking assessment) for every child in the class once every half term
Take part in writing a scheme of work for reading comprehension for the school.