Curriculum Aims:

Reading is central to every child’s development

Hadley Wood Primary school believes that reading is central to a child’s understanding of the school curriculum and is of vital importance in life. Fluent readers can access a full range of life experiences and can enjoy an amazing breadth of genres and writers.

We aim to develop a love and appreciation of reading which will stay with children for life. We hope to achieve this through careful planning and teaching using up-to-date strategies. We aim to use good reading materials and resources within English lessons and Whole-Class Reading sessions and to provide a breadth and range of reading material in school.

It is our aim to allow children the opportunity to:

  • experience reading in a variety of situations so that it becomes a pleasurable & productive experience.
  • access a wide range of print materials, including all genres of fiction, nonfiction, poetry, plays & pupils own writing.
  • progress to becoming selective in their choice of reading materials.
  • be knowledgeable about the purpose and organisation of books.
  • nurture a love of reading.
  • learn to read confidently
  • read to themselves or to others (peers and adults)
  • read to a variety of audiences and to hear adults and children read to them.
  • read regularly and to develop a respect for books.
  • receive reading provision and support appropriate to individual ability.
  • become aware of the link between reading and writing.

The classroom environment

Each classroom has a dedicated reading area which includes a variety of class books (fiction and non-Fiction) which the children can choose and read for pleasure. These appeal to different genders and also reluctant readers. A selection of banded books are also available in each class for use during independent reading.

The teaching of reading

There are two distinct but related processes involved in teaching children to read: learning to read words and developing language comprehension. Both are essential for learning to read. The school employs a daily Read, Write Inc programme to develop word recognition in Early Years, Key Stage 1 and Key Stage 2 where necessary. Whole class reading is promoted throughout Key Stage 2.

Phonics

Progression in phonics skills and knowledge are taught following the recommendations of the Read Write Inc programme.

All children in the Foundation Year and KS1, receive a discrete phonics session every day. The children are taught in phase groups across Key Stage 1. The children’s progress is regularly assessed and they move through the phases at their own pace. As children finish the Read Write Inc. programme, they move on to Whole Class Reading in Year 2, with a focus on phonics, fluency and comprehension. Please visit our Early Reading page for more information:

Whole Class Shared Reading

Shared Reading is where the teacher works with the children to model fluent, expressive reading, the use of effective reading strategies and to encourage response to texts. It can be a vehicle for both teaching children to read (decode) and for teaching children about reading, including comprehension. As a school, we prioritise whole-class reading on a daily basis. Each year group will spend a minimum of 30 minutes per daily promoting a love of reading.

Shared Reading enables children to access and enjoy rich, authentic texts which are slightly beyond their independent reading level. Sessions are generally planned in a sequence and involve re-reading for different purposes, with children using their developing skills and understanding as they become more familiar with the text.

Resources used for Shared Reading include fiction, poetry and non-fiction texts.  Where children do not have access to individual texts, the shared text is enlarged to enable all children to see as well as to hear the text. This may be through the use of Big Books, ICT texts or interactive white boards (IWB).

Additional Support

For some children, they may need time to consolidate the phonics that has been taught in Key Stage 1. These children will be identified at the end of Key Stage 1 through our pupil progress meetings and a personalised phonic programme will be put in place.

  • Children will be supported to choose an appropriate text matched to their individual reading ability, based on their book banding level. They may also choose a reading for pleasure book to enjoy at home in addition to this.
  • Whole Class Lessons for application of reading and comprehension skills through daily use of MIDAS intervention principles
  • Whole class guided reading with adult and an independent reading exercise linked to taught objective
  • MIDAS intervention group for children identified as not making the expected level of progress

English Guidance


Hadley Wood Literature Spines

Each year group has a defined set of core texts. This literature spine is intended to offer our children a core bank of texts that ensures they experience a range of high quality texts and authors during their time at school. Teachers use these in a range of ways, as whole class texts to share, as part of their English writing lessons and in connection with our topics. Children are also encouraged to read these texts independently or share with parents at home. Our set texts also offer the opportunity to use ‘Talk for Writing’ techniques in encouraging children to ‘act out’ and bring alive texts they read to embed the language and structure of books.

Hadley Wood Literature Spine – Reception

Hadley Wood Literature Spine – Year 1

Hadley Wood Literature Spine – Year 2

Hadley Wood Literature Spine – Year 3

Hadley Wood Literature Spine – Year 4

Hadley Wood Literature Spine – Year 5

Hadley Wood Literature Spine – Year 6


Recommended Reading Books – Aligned to Each Book Band Level