Home Reading:

EYFS:

In Reception, children have access to:

• A reading practice book which is able to be read fluently by the child and matched to their phonic stage. 
• A sharing book: this is not a decodable book but is designed to be shared by the parent and child. Parents are encouraged to read and enjoy the book with their child with a focus on discussing the pictures, predicting, exploring character voices, exploring facts within non-fiction and sharing the love of reading together.

KS1:

In KS1, children have access to:

• A reading practice book which is able to be read fluently by the child and matched to their phonic stage. 
• A sharing book: this is not a decodable book but is designed to be shared by the parent and child. Parents are encouraged to read and enjoy the book with their child with a focus on discussing the pictures, predicting, exploring character voices, exploring facts within non-fiction and sharing the love of reading together.
• In Y2, where children are fluent readers and no longer access Little Wandle, the children choose their own reaidng books based on their Accelerated Reader colour band and ZPD.

KS2:

• Children will choose their own book to take home based on their Accelerated Reader colour band and ZPD score.
• Children complete a quiz after reading each book and this is recorded in the class reading record.
• Children’s book bands may change after consistent achievement in their quizzes (85% or above). 
• Children sit the STAR reading test half-termly and, based on results, their book bands are adjusted accordingly.
• Children will read books from within their numerical range. (Lower end – comfy books; higher end – deep dive/challenge books)
• For further information - please see the documents below.

• Woodhouses AR Parents Guide

Reading Environment:

Woodhouses is a text-rich environment.

This can be seen in the following ways:

• Reading corners/areas are appealing to children and uncluttered
• Quality texts displayed in shared areas and in reading corners/areas
• Books in reading areas are easily accessible and displayed in an engaging way
• Reading displays are tactile and visually pleasing
• Texts to support the wider curriculum are displayed in classrooms and available for children to read

Reading for Pleasure:

Reading for pleasure is promoted in the following ways:

• A range of quality texts available for all children to access
• Quality texts used to deliver the English curriculum
• Classrooms are text rich environments with inviting and accessible reading areas
• Children have freedom of choice to select their own reading material although they may do this with adult support where needed
• Every class has a daily, time tabled story session with set novels and poetry to enjoy
• Reading outside is promoted through the use of the reading shed and outdoor reading areas
• Book Bus invited onto school grounds for parents and children to access
• World Book Day celebrated in March
• Books gifted as prizes for achievement, progression and attendance
• Kindle Fire e-reader gifted as part of attendance prize
• Staff act as ‘reading models’ and participate in class reading time
• Book Swap in the playground weekly for all children to access
• Regular Stay and Read sessions with parents

Writing

EYFS

Following guidance in the early years foundation stage statutory framework, children will be taught to:

• Write recognisable letters, most of which are correctly formed.
• Spell words by identifying sounds in them and representing the sounds with a letter or letters.
• Write simple phrases and sentences that can be read by others.

This will be done in a number of ways:

• Providing a vocabulary-rich environment
• Provision of focus learning activities 
• Daily phonics and guided reading lessons
• Quality continuous provision with enhancements
• Practical, hands-on learning experiences indoor and outdoor
• Allowing children to ‘play and explore’
• Promoting ‘active learning and engagement’
• Promoting ‘creative and critical thinking’