Woolsery Primary School: Reading

Reading at Woolsery Primary School

We believe that speaking, listening, reading and writing are fundamental life skills which enable children to communicate effectively in all area and equips them for the challenges they will face in the wider world.

Our intent is to promote a reading culture where engaging in discussion, sharing and justifying opinions about reading is valued.

By the end of Year 6, it is our intent that children will be able to read accurately for sustained periods of time using a range of strategies to decode and comprehend text.

Our intent is to promote reading from a wide variety of genres and authors so all children can engage with books that resonate with them.

Specifically for Reading, we are determined that:

  • every child will learn to read, regardless of their background, needs or abilities
  • all children, including the weakest readers, make good progress to meet or exceed age-related expectations
  • children are able to develop vocabulary, language comprehension and a love of reading through stories, poems, rhymes and non-fiction texts
  • children are familiar with, and enjoy listening to, a wide range of stories, poems, rhymes and non-fiction texts
  • our phonics programme, Little Wandle Letters and Sounds, matches the expectations of the National Curriculum and the Early Years Foundation Stage Curriculum
  • we have clear expectations of our chidlren’s phonics progress which is assessed half termly from Reception to Year 2, following a rigorous Systematic Synthetic Phonic (SSP) programme
  • the sequence of reading books shows cumulative progression in phonics knowledge that is matched closely to the Letters and Sounds SSP and its updated 2021 content
  • teachers will give children opportunities to practise reading and re-reading books that match the grapheme/phoneme correspondence they know (both in school and at home)
  • reading, including the teaching of systematic synthetic phonics is taught from Preschool onwards
  • ongoing assessment of children’s phonics progress is sifficiently frequent and detailed to identify any child who is falling behind the Programme’s pace. If they do fall behind, targeted, specific intervention is given immediately
  • teachers have a wide subject knowledge of books and authors in order to expose older children to a wide variety of genres and styles
  • all children will have access to the school library and to the village’s mobile library van
  • guided reading and reciprocal reading remain key tools in deepening children’s comprehension skills
  • children are read to by their class teachers using a Class Text in order to increase vocabulary and experience of different books. These are reflected in the Book Trail in every classroom

Links with other areas

Our strategy for the teaching of Writing is intrinsically linked to other areas of the English curriculum:



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