Drayton Community Infant School


At Drayton Community Infant school, we implement the Power of Reading (POR) which has high and equal expectations, providing an ambitious curriculum which is studied by all. We teach a broad and balanced; range of books from the POR that is a facilitator in developing the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement, while providing a cross curricular links to a wide range of subjects. The Power of Reading is used to base each theme on and this immersive, approach to learning has led to increased outcomes across the school. This is the fourth year that the school has invested in the program.  The sharp focus it provides on high quality texts linked to the immersive curriculum has seen standards improve and the children’s engagement and enjoyment soar. The school’s curriculum weaves this program into the learning and because of the children’s fascination and enjoyment of the texts their work is of a consistently high quality. Children with both SEND and those who are disadvantaged have particularly achieved well. Last year we introduced a robust whole school handwriting policy and scheme. Nelson Handwriting is a whole-school program designed to help all children develop a confident, legible and personal handwriting style and meet higher curriculum expectations. Part of Nelson English Skills, the program includes resources for pattern practice and motor skills work as well as fun activities to bring handwriting to life.

Normally within each classroom you will see a role play area linked to the Power of Reading book. This is a social space that develops speaking and listening skills, as well as giving children the opportunity to reflect on and develop their knowledge of a topic, whilst sparking and enhancing creativity and imagination.

The teaching of Reading is robust throughout the whole school. Phonics is taught daily and is monitored robustly. Each classroom has an inviting reading corner which has been stocked by the children in the class so it is personalised to their interests.  Each teacher has a phonics file, which they use throughout the year to enable them to monitor their children’s Phonics. Phonics packs are given to targeted children and these are tailored to each child. Reading books are changed according to the child’s needs and they self-select so they can choose books according to their interests. Throughout the year the parents are invited into school for a Phonics session and Reading Cafes. This is always well received and provides them with support in order for them to support their child effectively at home. This rigorous and sequential approach ensures that children’s outcomes in reading are outstanding.

Reinvigorating our fiction and non-fiction guided reading books was our aim for last year and we now provide the children with a wide variety of ‘real books’. Last year we restocked the non-fiction books and introduce planning through VIPERS to ensure that comprehension is embedded in each lesson. This has been shown to have a huge impact by the Education Endowment Foundation. https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/reading-comprehension-strategies/

For Literacy there are clear action and robust actions plans to ensure continued revaluation and improvement so the learning is always tailored to the needs of the children. Monitoring is carried out by the Literacy Lead Jodie Roberts and this provides the staff with feedback and appropriate challenge where needed so the children are receiving the best possible education.