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.
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Word Reading Early Learning Goal |
Comprehension Early Learning Goal |
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Children at the expected level of development will:
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Children at the expected level of development will:
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Year 1
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1. Oracy and reading |
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a) Participates in discussions about what is read to them, taking turns and listening to what others say b) Reads aloud, and accurately, books that are consistent with their developing phonic knowledge c) Rereads texts to build up fluency and confidence in word reading d) Uses an increasing range of punctuation (. CL ! ?) to add expression an understanding to the text e) Retells familiar stories, fairy stories and traditional tales through a chosen format f) Learns and recites some poems by heart |
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2. Word reading and decoding |
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a) Recognise and reads words containing taught GPCs and the prefix un- b) Reads words with simple contractions (I’m I’ll we’ll) |
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3. Language in context |
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a) Checks that the text makes sense as they read and corrects inaccurate reading b) Discusses word meanings, linking new meanings to those they already know |
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4. Comprehension (Retrieval) |
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a) Joins in with predictable phrases or refrains b) Recalls main points from fiction and non-fiction c) Links what they read or hear to their own experiences |
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5. Comprehension (Sequencing and Summarising) |
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a) Identifies components of a story – beginning, middle and end b) Explain what is read in their own words |
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6. Comprehension (Inference) |
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a) Answers simple how and why questions from pictures or text b) Discusses the actions of characters and expresses views on the basis of what is being said and done c) Discusses the significance of the title and key events d) Begins to make predictions based on what has been said so far |
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7. Comprehension (Themes and Conventions) |
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a) Is becoming familiar with key stories and traditional tales, retelling them and considering their particular characteristics b) Is becoming familiar with how to find information from non-fiction texts c) Learns to appreciate rhymes and poems |
Year 2
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1. Oracy and reading |
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a) Participates in purposeful discussions about what is read to them, taking turns and listening to what others say b) Asks questions about a text c) Reads aloud, and accurately, books that are closely matched to their improving phonic knowledge d) Rereads age-appropriate texts to build up fluency and confidence in word reading e) Uses an increasing range of punctuation (. CL ! ? “”) to add expression an understanding to the text f) Retells a range of stories, fairy stories and traditional tales through a chosen format g) Builds up a repertoire of poems learnt by heart, reciting some, with appropriate intonation h) Discusses favourite words and phrases |
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2. Word reading and decoding |
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a) Reads sentences and short sections of text with increasing fluency (90wpm for EXS) b) Reads a range of suffixes added to familiar root words |
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3. Language in context |
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a) Checks that the text makes sense as they read and corrects inaccurate reading b) Discusses word meanings, linking new meanings to those they already know c) Uses the context of the text to support understanding of decodable but unfamiliar words d) Collects words from their reading to use in their own writing e) Recognises recurring literary language in poems and stories |
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4. Comprehension (Retrieval) |
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a) Recalls main points with reference to the text b) Reads closely to obtain specific information c) Identifies, selects and highlights key words to answer questions on a section of text d) Is beginning to scan for a specific purpose |
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5. Comprehension (Sequencing and Summarising) |
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a) Sequences the events in a text b) Discusses how events and information from across a short text are related c) Summarises the main points from a short section of text |
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6. Comprehension (Inference) |
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a) Answers how and why questions from a short text b) Discusses the actions of characters and justifies views on the basis of what is being said and done c) Is beginning to identify the author’s main purpose for writing d) Makes predictions on the basis of what has been read so far |
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7. Comprehension (Themes and Conventions) |
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a) Makes links between texts that they’ve read b) Recognises and talks about the main differences between fiction and non-fiction texts c) Uses non-fiction texts that are structured in different ways to find information d) Is becoming familiar with the forms of different rhymes and poems |
Year 3
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1. Oracy and reading |
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a) Participates in discussions about both books that is read to them and those that they read for themselves, taking turns and listening to what others say b) Asks questions to improve their understanding of the text c) Reads fluently, using expression, flow and pace d) Retells a wider range of stories, fairy stories and traditional tales through a chosen format e) Prepares poems and playscripts to read aloud and perform f) Discusses words and phrases that capture the reader’s interest |
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2. Word reading and decoding |
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a) Speedily reads sections of a text b) Reads a range of prefixes and uses these to construct the meanings of words in context c) Reads a range of suffixes and uses these to construct the meanings of words in context |
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3. Language in context |
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a) Checks that the text makes sense as they read and corrects inaccurate reading b) Discusses word meanings, linking new meanings to those they already know c) Gives meaning to new language using the context in which it appears d) Uses a dictionary to check the meaning of words e) Collects words from their reading to use in their own writing |
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4. Comprehension (Retrieval) |
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a) Shows understanding of main points with reference to the text b) Is beginning to skim to get a general overview of a text c) Scans longer passages for a specific purpose d) Identifies, selects and highlights key words in the question and the text to answer who, where and when questions e) Identifies, selects and highlights key words in the question and the text to answer what, how and why questions f) Is beginning to read silently and discusses what they read |
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5. Comprehension (Sequencing and Summarising) |
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a) Sequences the events or information in a text and discusses how they are related b) Summarises the main points from a short section of text c) Identifies the main ideas drawn from more than one paragraph |
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6. Comprehension (Inference) |
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a) Discusses the actions of the main characters and justifies views using evidence from the text b) Makes inferences about characters’ feelings, thoughts and motives based on their actions in a story c) Identifies and discusses characters, predicting how they might behave and giving reasons linked to the text d) Explains the purpose of the text and what the writer might be thinking e) Makes plausible predictions based on the knowledge of the text and of books on similar themes or by the same author |
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7. Comprehension (Themes and Conventions) |
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a) Identifies different text types according to their key features b) Understands and uses the page layout of non-fiction texts to find information c) Makes simple connections between books by the same author d) Recognises some features of a text that relate to its historical setting, social or cultural background e) Recognises some different forms of poetry f) Evaluates texts with reference to the text type |
Year 4
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1. Oracy and reading |
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a) Discusses a range of texts read to them and that they read, explaining key information and giving their opinion about it b) Asks questions to improve their understanding of the text c) Reads a range of texts aloud, using expression, flow and pace to show understanding d) Retells a wider range of stories, fairy stories and traditional tales through a chosen format e) Prepares poems and playscripts to read aloud and perform, showing understanding through intonation, tone, volume and action f) Discusses words and phrases that capture the reader’s interest |
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2. Word reading and decoding |
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a) Speedily reads longer sections of text b) Reads and understands the meanings of words with prefixes from the Year 3 / 4 curriculum c) Reads and understands the meanings of words with suffixes from the Year 3 / 4 curriculum |
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3. Language in context |
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a) Checks that the text makes sense as they read and corrects inaccurate reading b) Use their existing vocabulary knowledge to identify word meanings c) Gives meaning to new language using the context in which it appears d) Collects words from their reading to use in their own writing e) Uses a dictionary to check the meaning of words |
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4. Comprehension (Retrieval) |
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a) Skims short passages to answer recall questions b) Scans short passages to answer recall questions c) Answers who, what, why, where, when, how questions, showing the section of the text they found the information d) Reads silently and discusses what they read |
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5. Comprehension (Sequencing and Summarising) |
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a) Sequences events or main points from across a whole chapter or text b) Understands and explains the main points from longer texts, with direct reference to the text c) Summarises the main idea from a whole text d) Discusses ideas from throughout a text |
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6. Comprehension (Inference) |
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a) Makes inferences about characters’ feelings and thoughts in a story based on their actions. b) Identifies the viewpoints of different characters in a text c) Empathises with a character’s motives and behaviour d) Justifies inferences with evidence from the text e) Identifies the purpose of a text and how the author wants the reader to respond f) Makes predictions based on knowledge of the text or similar reading experiences, giving clear reasons for their ideas |
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7. Comprehension (Choice of Language) |
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a) Explains how vocabulary choices affect meaning in a range of text types b) Identifies language used to create atmosphere and discusses why this language has been chosen c) Identifies how the use of different sentence structures changes the meaning of a passage |
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8. Comprehension (Themes and Conventions) |
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a) Identifies different text types according to their features b) Uses a range of text features in non-fiction to locate specific information c) Explains how the layout of a non-fiction text impacts on the reader d) Recognises themes in what they read e) Talks about the key differences between text types, including texts of the same type but written by different authors f) Recognises when texts have specific cultural or historical settings g) Is familiar with different types of poetry |
Year 5
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1. Oracy and reading |
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a) Discusses a range of texts read to them and that they read, building on their own and others’ ideas and challenging views b) Probes texts through their own questioning and evaluation c) Recommends books thy have read to their peers, giving reasons for their choices d) Prepares poems and plays to read aloud, considering expression, flow and pace e) Recites a range of poetry by heart f) Uses formal presentation and debate to explain their understanding of what they have read g) Discusses language that has had an impact on them as a reader |
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2. Word reading and decoding |
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a) Speedily reads whole, short texts and substantial sections of longer texts b) Reads and understands the meanings of words with prefixes from the Year 5 / 6 curriculum Reads and understands the meanings of words with suffixes from the Year 5 / 6 curriculum |
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3. Language in context |
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a) Use knowledge of vocabulary and context to give meaning to new language b) Explores the meaning of vocabulary that appears in different contexts c) Confidently uses new language from their reading in their written work |
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4. Comprehension (Retrieval) |
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a) Skims whole texts to answer recall questions b) Scans whole texts to answer recall questions c) Retrieves key details and quotations from the text to demonstrate understanding d) Identifies whether statements from a text are fact or opinion e) Reads silently wit good understanding and discusses what they have read |
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5. Comprehension (Sequencing and Summarising) |
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a) Sequences summaries of different paragraphs within a text b) Summarises the main points from a whole text c) Summarises and presents a familiar story in their own words d) Selects information from across a text to explain or illustrate their ideas e) Makes comparisons about how a character changes within a text |
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6. Comprehension (Inference) |
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a) Proves or disproves simple statements about a character by finding evidence in a text b) Empathises with a character’s motives and behaviour c) Uses evidence from description, dialogue and action to support their ideas d) Explains isolated events from a text, in the context of the whole narrative e) Compares the behaviour and feelings of different characters in a text f) Identifies the author’s viewpoint in a text g) Gives feasible, reasoned predictions based on evidence |
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7. Comprehension (Choice of Language) |
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a) Explains clearly how vocabulary choices affect meaning in a range of text types, including poetry b) Evaluates how authors use a range of descriptive devices, including figurative language c) Explains how different sentence structures impact the reader |
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8. Comprehension (Themes and Conventions) |
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a) Identifies the main purpose of a text b) Identifies key themes and styles in whole texts and extracts by a range of authors c) Recognises common themes/styles in texts written by the same author d) Comments on the impact of organisational and presentational features of narrative and non-narrative texts e) Can explain the importance of cultural or historical settings on how a text is composed f) Reads and discusses the construction and meaning of different types of poetry g) Evaluates different texts against their intended purpose |
Year 6
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1. Oracy and reading |
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a) Discusses a range of texts read to them and that they have read, building on their own and others’ ideas and challenging views b) Probes texts deeply through their own questioning and evaluation c) Constructs detailed responses about what they have read, recommending books to others and providing reasoned justifications for their views d) Confidently presents a range of texts aloud, considering expression, flow and pace so that the meaning is clear e) Recites a wider range of poetry by heart f) Uses formal presentation and debate to explain their understanding of what they have read g) Discusses language that has had an impact on them as readers |
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2. Word reading and decoding |
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a) Reads and understands the meaning of words with prefixes from the Year 5/6 curriculum b) Reads and understands the meaning of words with suffixes from the Year 5/6 curriculum c) Talks about a wide repertoire of vocabulary and knows how to independently find out what unknown words in a text mean d) Shows an understanding of the meaning of vocabulary in different contexts e) Finds and copies one word/groups of words with a particular meaning f) Finds words in a text that most closely match the meaning of a given word |
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3. Comprehension (Retrieval) |
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a) Skims whole texts to answer recall questions b) Scans whole texts to answer recall questions c) Can retrieve key details and quotations to demonstrate understanding of character, events and information d) Answers who, what, why, where, when, which, how questions, using direct reference to and quotes from the text e) Identifies whether statements from a text are fact or opinion |
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4. Comprehension (Sequencing and Summarising) |
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a) Sequences summaries of different paragraphs within a text b) Accurately and selectively summarises main ideas, events, characters and information from fiction c) Accurately and selectively summarises main ideas, events and information from non-fiction d) Makes comparisons about characters within and across text |
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5. Comprehension (Making Inferences) |
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a) Proves or disproves a statement about character or setting by finding evidence in the text b) Uses clues from action, dialogue and description to interpret meaning c) Empathises with different characters' points of view d) Explains and justifies inferences, providing evidence from the text to support reasoning e) Makes developed inferences, drawing on evidence from the text and wider personal experience f) Identifies the viewpoints of authors within and across texts g) Makes developed predictions that are securely rooted in the text h) Makes predictions about characters including how their behaviour may/may not change and how they may/may not appeal to the reader, justifying answers with reference to the text |
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6. Comprehension (Choice of Language)) |
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a) Identifies the use and effect of the author’s language and structure on the reader b) Explains the effect of figurative language upon the reader (e.g. metaphor, simile, analogy, imagery, alliteration, idioms, euphemism, personification etc.) c) Identifies what impression a word/words give the reader |
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7. Comprehension (Themes and Conventions) |
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a) Identifies the main message in a poem or story b) Uses the text format and text features accurately to determine text type c) Identifies and explains how the organisational and presentational features of a text impact on the reader d) Identifies and discusses evidence of themes and conventions in different genres and forms of text e) Identifies and explains how the sequence of events in narrative fiction contributes to meaning as a whole f) Understands and recognises different forms of poetry, discussing their meaning and impact on the reader g) Compares and evaluatesA2:U50 different texts against their intended purpose |
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.
