At Richard Bonington, we encourage daily independent reading. We believe that it is important to provide children with the opportunity to practise their reading and to develop a personal response to text. Texts are chosen by the children (within their book banding level) although choices are regularly monitored by the teacher. At every opportunity, we encourage independent reading through topic-based learning, research and exploration. The expectation is that children will read regularly at home to an adult until they become independent readers.
Reading diaries and reading parties
Teaching staff use a weekly tracking system (preferably one that the children can see themselves), to log children who have read a minimum of 3 times a week at home. Each team agrees on how lenient they intend to be (e.g. if they have only read once one week, but 5 times in the next, can they catch up?). At the end of each half-term, the children who have consistently read 3 times a week (or reached the agreed total number of reads) are rewarded with a reading party. This could be in the form of a short film, forest school time, a class picnic etc.
Changing books and banding system
FSU - In the Foundation Stage Unit, books are changed by an adult weekly. Where possible, children receive two books to read over the week at home.
Key Stage 1 – In Years One and Two, children are given the opportunity to change their books once a week. During this time, they will be asked to choose two new books which they will work on, both at home and at school over the course of that week.
Key Stage 2 – Our older children are offered the chance to change their reading books once a week during their library time (if necessary). However, they are also encouraged to take ownership of this so that they can identify for themselves when a book needs changing.
A book banding system is used in every key stage (see ‘book banding RBPS’ separate document).