Reading

Why Reading is Important at Burnt Oak Primary School

Reading is at the centre of our curriculum at Burnt Oak Primary School. It's the foundation for lifelong learning and opens doors to endless opportunities for our children. We place reading at the centre of everything we do because we recognise that strong reading skills unlock access to learning across all subjects. By prioritising reading we aim to support all our pupils in accessing all areas of the curriculum and developing the communication skills they need for future success

 

Reading at the Heart of Our Curriculum

Pupils are regularly immersed in high-quality children's literature ensuring that reading permeates every aspect of school life. This approach means that whether children are learning about history, science, or any other subject, reading provides the gateway to knowledge and understanding. Books transport children to different worlds, times, and situations, sparking creativity and helping them envision possibilities beyond their immediate experience.

 

Building Strong Foundations Through Phonics

We use Read Write Inc Phonics to give every child a systematic and structured approach to learning to read and spell. Read Write Inc Phonics is a structured and consistent approach to the learning of phonics that helps pupils develop their reading fluency and spelling. The Key Leaders It's a DfE-validated systematic synthetic phonics programme designed to give children the best possible start in reading and writing.

Phonics is taught daily in the Early Years Foundation Stage (EYFS) and KS1, to groups set by ability. This ensures every child receives teaching matched to their current phonics knowledge and skills.  Grouping and assessment:

• Children are grouped by their phonics ability, not their age or class

• Pupils are assessed every half term, which supports rapid progress 

• Groups are flexible, allowing children to move up as soon as they're ready

Each lesson typically includes:

• Speed Sounds – learning new sounds and practising those already taught

• Read the word – blending sounds to read words

• Read the story – applying phonics skills to read books matched to their level

• Spelling – using phonics knowledge to spell words

• Writing – composing sentences using the sounds and words learned

Pupils who still need to learn phonics, will continue to be taught in KS2 as well.  This consistent approach ensures that all children develop the decoding skills they need to become confident, fluent readers.

 

Reading books at home

Children bring home Read Write Inc books that are carefully matched to their phonics level. This means they can practise the sounds they've learned in school and build confidence as successful readers. Children also have access to online Read Write Inc books and quizzes through Oxford Owls

 

Developing Fluency After Phonics

After completing the phonics-based Read Write Inc program, we use Book Bands (Gold, White and Lime) to continue to develop fluency and confidence for independent and home reading. Books are matched to pupils' reading ability and ensure that books challenge pupils appropriately while maintaining their confidence. Pupils are listened to on a one-to-one in class and running records are used to assess progress and when pupils are ready to move up to the next level. It is expected that pupils are reading White books at the end of year 2 and Lime books in year 3. After Lime we then use Accelerated Reader assessments to give them a level book that can be chosen from our library or class book corners. This is alongside a whole class reading approach which is introduced from year 2 onwards, at the point where pupils' decoding skills are secure.  This transition is crucial for moving pupils from phonics-based reading to more advanced comprehension and fluency work. This approach helps our pupils transition smoothly from Read Write Inc to becoming confident, fluent readers who can comprehend and engage with challenging texts.

 

Developing Comprehension and Love of Reading

A carefully curated collection of high-quality texts forms the backbone of our English and Reading curriculum, ensuring all pupils experience a diverse range of literature throughout their time at school to challenge and inspire them.

Beyond phonics, our English curriculum and reading lessons focus on developing reading fluency, deep comprehension skills and vocabulary. Reading fluency – the ability to read accurately, at an appropriate pace, and with expression – is essential for pupils to access the curriculum and develop as confident readers.

We use an 'I do, we do, you do' teaching approach to build confidence and independence:

• I do: The teacher models fluent reading, demonstrating intonation, expression, pacing and comprehension strategies. This shows children what good reading sounds like and helps them understand how to bring texts to life

• We do: The class works together, with the teacher guiding pupils through high-level questioning and discussion as they explore challenging texts. We use echo reading as a key strategy to develop fluency – the teacher models fluent reading of a short segment and pupils repeat the segment, copying the teacher's expression, pace and intonation. This technique helps pupils develop confidence and improves their reading fluency in a supportive environment

• You do: Pupils apply their skills independently, reading with confidence, fluency and understanding

These lessons include a range of activities that enable pupils to develop their vocabulary and comprehension skills.

 

Supporting Every Reader

We use Read Write Inc, Accelerated Reader and PiXL assessments to track progress and ensure every child receives the support they need. These tools help us identify where children need additional help and celebrate their achievements as they progress. We are developing a new reading support programme – BRP (Building reading Power) for those pupils who need additional support on their reading journey.

 

Reading For Pleasure

Our school library is the heart of reading at Burnt Oak. It is a welcoming reading environment where children can explore and books independently, listen to stories and engage in book talk. We know that children who read for enjoyment are more likely to succeed academically and develop into confident, curious learners.

Teachers read to their class everyday which is a vital opportunity for teachers to model fluent, expressive reading to pupils, building their love of stories and developing comprehension skills through shared reading experiences.

We encourage children to share books and read regularly at home. Our Reading Bear to reward this is an initiative that provides recognition and motivation for pupils' reading achievements, creating excitement around reading progress and making reading feel special and rewarding. We also offer tangible rewards that celebrate reading achievements and encourage continued engagement with books. We also have other reading challenges, linked with celebration of reading such as World Book Day, to motivate and celebrate reading.

 

Developing Character Values

Reading plays a crucial role in developing our school character values of empathy, responsibility, respect, and resilience, whilst also nurturing imagination:

• Empathy: Through stories, children experience different perspectives, cultures, and emotions, helping them understand and relate to others' feelings and experiences

• Responsibility: Regular reading habits teach children to take ownership of their learning and develop self-discipline in completing reading tasks

• Respect: Exposure to diverse characters and viewpoints through literature helps children appreciate differences and develop respect for others

• Resilience: Encountering challenges faced by characters in books helps children understand how to persevere through difficulties and develop problem-solving skills

 

Creating Lifelong Learners

Ultimately, reading is about more than passing tests - it’s about equipping our children with the skills and love of learning they'll carry throughout their lives. Our aim is to provide the necessary lifelong skills to become avid readers.

When children read widely and often, they develop vocabulary, critical thinking skills, cultural awareness, and the ability to express themselves confidently – all essential for success in every subject and every aspect of life. At Burnt Oak Primary School, we're committed to ensuring every child becomes a confident, enthusiastic reader who sees books as a gateway to understanding the world and developing into well-rounded individuals with strong values and boundless imagination.

 

Reading Intentions

Early Years Foundation Stage

By the end of Reception, children should be well prepared to reach a good level of development, securing important foundational knowledge in literacy, which paves the way for future learning in Year 1 and beyond. 

 

Burnt Oak Reading Spine

Core Purpose

Our reading spine provides a carefully curated selection of texts organised by year group (from Nursery through to Year 6) and across different terms throughout the academic year. This structure serves several key educational purposes:

 

Ensuring Curriculum Coverage and Progression

The spine ensures all pupils experience a broad range of high-quality literature as they progress through school. By mapping specific texts to each year group and term, we guarantee that children encounter increasingly complex texts that build on their prior reading experiences.

 

Creating a Shared Reading Culture

When all children in a year group read the same core texts, it creates common reference points for discussion, builds a shared literary heritage within our school community, and enables teachers to plan collaborative activities around these texts.

 

Supporting Planning and Assessment

Teachers can plan their English curriculum with confidence, knowing which texts will be taught when. This allows for:

• Better preparation and resource gathering
• Consistent assessment opportunities across classes
• More effective moderation between teachers

 

Exposing Children to Diverse Literature

Our spine includes a rich variety of authors, illustrators, genres and themes - from classic tales to contemporary stories, poetry collections, and texts representing diverse voices and experiences. This breadth ensures children encounter different writing styles, perspectives and cultural contexts.

 

Building Reading Stamina and Enjoyment

The spine includes different categories - core English texts, class reads, and RFP (Reading for Pleasure) texts - which together support children's development as confident, enthusiastic readers who read both for learning and for enjoyment.

 

Our Mission

Our reading spine is a cornerstone of how we deliver our mission: "We all flourish from a wealth of learning experiences that positively impact on academic, physical and emotional success."

Every child, from Nursery to Year 6, has access to the same high-quality literary experiences, ensuring equity and opportunity for all learners. The diverse range of texts, authors, genres and themes provide rich, varied experiences that go far beyond a single textbook approach. Carefully sequenced texts build reading skills, vocabulary, comprehension and writing models that drive academic progress. Texts such as 'Sportopedia' (Year 2), books about Mo Farah and Usain Bolt, and stories celebrating physical achievement inspire children to value movement and wellbeing. It also includes books exploring feelings, relationships, challenges and triumphs help children develop emotional literacy and resilience.

 

Developing Character Values Through Literature

Our reading spine is also a powerful vehicle for developing the key character values that underpin our school ethos: empathy, respect, resilience, and responsibility.

 

Empathy

The carefully selected texts allow children to step into different characters' shoes and experience life from diverse perspectives. For example:

• 'The Colour Monster' (Nursery) helps young children identify and understand emotions
• 'The Boy at the Back of the Class' (Year 4) explores the refugee experience
• 'Rose Blanche' (Year 6) presents difficult historical events through a child's eyes

Through these stories, children learn to understand others' feelings, motivations and experiences - developing the empathy needed to be kind and considerate members of your school community.

 

Respect

Many texts in our spine celebrate diversity and challenge stereotypes, teaching children to value difference and treat everyone with dignity:

• 'All Are Welcome' (Nursery/Reception) promotes inclusivity
• 'Julian is a Mermaid' (Reception) celebrates self-expression and acceptance
• 'Mixed' (Reception/Year 2) explores identity and acceptance
• 'The Girl Who Speaks Bear' (Year 5) and other diverse texts introduce children to different cultures and ways of life

These books provide natural opportunities to discuss respect for others, for our environment, and for different viewpoints.

 

Resilience

Our spine features numerous characters who face challenges, overcome obstacles and demonstrate determination:

• 'The Lion Inside' (Year 2) shows how courage can be found even when you feel small
• 'Izzy Gizmo' (Year 2) and 'Rosie Revere, Engineer' (Year 2) celebrate perseverance through failure
• 'Private Peaceful' (Year 6) and 'Goodnight Mr Tom' (Year 6) show characters enduring difficult circumstances
• 'Shackleton's Journey' (Year 6) demonstrates extraordinary resilience in the face of adversity

These stories help children understand that setbacks are part of learning and that persistence leads to success.

 

Responsibility

Many texts explore themes of taking responsibility for our actions, our community and our world:

• 'Tidy' (Year 2) explores environmental responsibility
• 'The Promise' (Year 5) shows the impact of keeping commitments
• 'Dear Earth' (Year 3) encourages environmental stewardship
• 'Greta and the Giants' (Year 5) demonstrates taking responsibility for climate action
• 'Street Child' (Year 5) and historical texts help children understand social responsibility

These books provide springboards for discussions about personal responsibility, caring for others, and being active citizens.