Bromley Beacon Academy places great importance on reading since it is a vital skill for all students to learn.
A variety of rewards and incentives are used to encourage and motivate students to read for pleasure.
At Bromley Beacon Academy, we follow the Letters and Sounds scheme to teach phonics apart from Green Class who follow the Jolly Phonics scheme. The aim is to prepare children for learning to read by developing their phonetic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills to children with the aim of them becoming fluent readers. Phonics sessions are taught throughout KS1 and KS2 and then consolidated within specific English ability groups in KS3. Children will have a 15-20 minute phonics session at least 4 times a week at the beginning of the day.
The phonic sessions will include a mixture of written work and interactive games during which the children will be recognising, learning and identifying sounds, blending sounds to make words and practicing writing them through dictation of words and sentences.
For more information on this scheme click on the link https://home.oxfordowl.co.uk/reading/what-is-letters-and-sounds/ or https://www.jollylearning.co.uk/jolly-phonics/
At Bromley Beacon Academy, we use a programme called Myon to support teaching reading through guided reading sessions. This is a programme that allows the students to have access to over 1000 books on line. The students are grouped according to their reading age and work daily for 20 minutes at least four times a week with their teacher. During this session, the students read together, explore books together and secure an understanding of comprehension, inference and deduction skills that support their fluency in reading.
Bromley Beacon Academy assesses all students upon entry to establish baseline data in reading comprehension, single word reading and single word spelling. All data is reported in a standardised score format enabling students to be compared to their peers nationally. Students with a standardised score of less than 90 are tested twice per year.
This data is then used to inform classroom planning and identify those students who would benefit from further intervention. Dependent upon their level of need, this may be classroom-based within a small-group or withdrawal from class to take part in a bespoke small-group or 1:1 programme. This work aims to overcome barriers to learning, build resilience and confidence and increase self-esteem.