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Reading

The Reading Subject Leader is: Miss J Wilson  

At Girnhill Infant School, reading is a key part of all children’s learning and progress and regular reading at home is vital in supporting these achievements. The vast majority of children leave our school as confident readers with a real love of reading.  Last year, the number of children reading at the highest standard when they left our school was above the national average.   

The school’s main reading scheme is provided by ‘Oxford Reading Tree’ and is colour banded to ensure that appropriate challenge is provided as children’s reading skills develop.  The reading scheme is constantly evolving to match our children’s interests and as a result the children are provided with books that not only challenge but also interest them.  Children take home their reading record and their reading book every day so that parents can help their child to practise and improve their reading and we appreciate this support enormously.  The reading record is used to provide parents with the opportunity to celebrate and comment on their child’s reading and to communicate with their child’s teacher on a regular basis.  We host regular reading meetings for parents and provide a parent booklet for each year group with ideas and information on how parents can best support children’s reading at home.   

Reading areas are provided in every classroom to give children the opportunity to read a wide variety of books from well-known authors and to experience the joy of choosing their own books and reading for pleasure.  Children are also encouraged to use our school library and to borrow books from the library to share at home.    

Phonics is an important daily lesson in each class from Nursery through to Year 2.  The school follows the government’s ‘Letters and Sounds’ scheme which helps children to hear, discriminate, read and write individual sounds and words.   Phonics is combined with the school’s structured reading scheme to ensure that all children develop the skills of reading as quickly as possible.  Every June the Year One pupils take the National Phonics Screening Check and last year the children at Girnhill achieved above the national average in this test.  

Every child is included in a Guided Reading group and works with their class teacher to develop their reading skills. We carefully track children’s progress in reading so that any children who need extra support are quickly identified and provided with the help they need.  One of the main ways we provide this additional support is through our ‘Early Birds’ reading club where children work in small groups  to develop their confidence with reading. 

Children’s social, moral, spiritual and cultural development is supported through reading as books provide children with opportunities to reflect on their own experiences, explore issues of right and wrong and learn more about cultural diversity. 

Aims:

The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

  • Read easily, fluently and with good understanding.
  • Develop the habit of reading widely and often, for both pleasure and information.
  • Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading and spoken language.
  • Appreciate our rich and varied literary heritage .
  • Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas.      

 

EYFS Curriculum Links:

  • Children read and understand simple sentences.
  • They use phonic knowledge to decode regular words and read them aloud accurately.
  • They also read some common irregular words.
  • They demonstrate understanding when talking with others about what they have read.

 

KS1 National Curriculum Links:

  • continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent.
  • read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes.
  • read accurately words of two or more syllables that contain the same graphemes as above
  • read words containing common suffixes.
  • read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.
  • read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered.
  • read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation.
  • reread these books to build up their fluency and confidence in word reading.
  • develop pleasure in reading, motivation to read, vocabulary and understanding by:
  • listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently.
  • discussing the sequence of events in books and how items of information are related.
  • becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales.
  • being introduced to non-fiction books that are structured in different ways.
  • recognising simple recurring literary language in stories and poetry.
  • discussing and clarifying the meanings of words, linking new meanings to known vocabulary.
  • discussing their favourite words and phrases.
  • continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear.
  • understand both the books that they can already read accurately and fluently and those that they listen to by:
  • drawing on what they already know or on background information and vocabulary provided by the teacher.
  • checking that the text makes sense to them as they read, and correcting inaccurate reading.
  • making inferences on the basis of what is being said and done.
  • answering and asking questions.
  • predicting what might happen on the basis of what has been read so far.
  • participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say.
  • explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.

 


  • Part of:Inspire
  • Aspire Teaching School
  • National Teaching School
  • Accredited by Quality in Play
  • National Support School