The programmes of study for reading at key stages 1 and 2 consist of two dimensions:

• word reading

• comprehension (both listening and reading).

Skilled word reading involves pronunciation of unfamiliar printed words and the recognition of familiar printed words. Phonics should be emphasised in the early teaching of reading to beginners when they start school, in order to enable children to progress in skilled word reading. Phonics for reading is taught daily in EYFS/KS1.

Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, and from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech.

Reading also feeds pupils’ imagination, encouraging children to write with creativity and confidence. It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence. Children all have a home reading book which they are encouraged to read each night. We encourage parents to talk to their children about the home reading book to strengthen comprehension skills. All pupils are given a reading record book so staff and parents can liaise with each other about their child’s reading progress. 

Guided Reading sessions take place in addition to English lessons. These timetabled, 20 minute sessions provide staff the opportunity to listen to pupils read, model reading aloud with intonation and fluency, discuss texts and develop a love of reading. 

High quality texts are carefully chosen to ensure that pupils are able to read and demonstrate understanding of a text independently, while still providing a level of challenge particularly with regards to questioning and discussion points that are led by the adult. These sessions are also used by staff as an opportunity to develop pupils’ comprehension skills, sometimes via discussion and sometimes through the use of written comprehension questions that require written answers. Any children needing further support or intervention, receive targeted support from an adult.

Children are encouraged to read a range of books outside reading sessions and children have access to the school library. Whole class reading, shared reading and independent reading takes place regularly during the English sessions and in other areas of the curriculum.

Reading for Pleasure

We value reading for pleasure highly and work hard as a school to grow our Reading for Pleasure pedagogy.

• We read to children every day. We choose these books carefully as we want children to experience a wide range of books, including books that reflect the children and their local community as well as books that open windows into other worlds and cultures.
• Every classroom has an inviting book corner that encourages a love for reading. We curate these books and talk about them to entice children to read a wide range of books.
• In EYFS, children have access to the reading corner every day in their free flow time and the books are continually refreshed.
• As the children progress through the school, they are encouraged to write their own comments and keep a list of the books/authors that they have read.
• Drop everything and read sessions take place daily.
• Children across the school have regular opportunities to visit the library to choose reading for pleasure books.