Reading at Millfields

Our Reading curriculum is delivered through a combination of whole-class teaching, guided reading, and individual reading. We use a range of high-quality texts, including classic literature, contemporary fiction, and non-fiction, to enrich children’s language and vocabulary and broaden their knowledge of the world. Our teachers use a systematic phonics programme (Little Wandle) to teach decoding skills, and comprehension skills are taught explicitly through modelled, shared and guided reading lessons. All children have independent reading time within the school day, and we encourage parents to support reading at home through our home-school reading scheme. We also organise regular author visits, reading challenges, and reading events throughout the year to promote a love of reading. Every day the children end with a story being read to them. These stories are carefully chosen to give the children a wide range of quality texts. They cover the 5 “Plagues of Reading.” These take the form of archaic texts, non-linear time sequences, stories which are narratively complex, texts which are symbolic/ figurative and those which are “resistant” ie they are written to deliberately resist easy meaning-making by readers. Each class will listen to at least one of these text types during the year. Each week we have a “Story Assembly.” Children in each key stage take it in turns to go into the hall and listen to a story / poem, read by an adult. Each of these texts has been carefully chosen for the vocabulary and quality of the texts. Most of them are award winning texts or have been written by award winning authors.

On alternate weeks our story assemblies are in the classrooms. During these weeks children bring in one of their favourite books, on a rota basis, to share with the class. They talk to the class about why they like the book and part of the book is then read. Following this assembly the book is added to our “Recommended Reads” section of the next newsletter. Our reception class regularly has a “Mystery Story Teller” (a parent from the class) come in to read to them.

Parents are encouraged to share books with their children at home, reading stories to them and listening to them read.

The individual reading books that the children have are from the Collins phonics scheme that are directly linked to their learning with the Little Wandle program and will match their phonic ability. The children will read this book in school and will have an opportunity to practice this book at home. There are two types of reading book that your child may bring home:

A reading practice e-book. This will be at the correct phonic stage for your child. They should be able to read this fluently and independently.

A sharing book. Your child will not be able to read this on their own. This book is for you both to read and enjoy together.

Reading practice book

This book has been carefully matched to your child’s current reading level. If your child is reading it with little help, please don’t worry that it’s too easy – your child needs to develop fluency and confidence in reading.

Listen to them read the book. Remember to give them lots of praise – celebrate their success! If they can’t read a word, read it to them. After they have finished, talk about the book together.

Sharing book

In order to encourage your child to become a lifelong reader, it is important that they learn to read for pleasure. The sharing book is a book they have chosen for you to enjoy together.

Please remember that you shouldn’t expect your child to read this alone. Read it to or with them. Discuss the pictures, enjoy the story, predict what might happen next, use different voices for the characters, explore the facts in a non-fiction book. The main thing is that you have fun!

Our Reading curriculum has a significant impact on children’s attainment and progress, and on their love of reading. Children in our school demonstrate excellent progress in reading, with a high proportion of pupils achieving age-related expectations or above by the end of Year 2. Children are confident and articulate readers and are able to use reading as a tool for learning across the curriculum.