Reading
Reading is fundamental to children’s education and we actively promote both enjoyment and skill development, including word reading, fluency and comprehension. Every classroom has a class library with a wide range of age-appropriate texts, and children are encouraged to select books independently, share recommendations and engage in discussion.
Teaching is carefully adapted so that all learners can succeed. Teachers regularly assess pupils to ensure that reading materials are accurately pitched and that appropriate support is in place. Before reading, new or challenging vocabulary is often introduced and explored so that children can approach texts with confidence and understanding. During reading, children may revisit sections of text or re-read familiar books to develop fluency and build self-assurance.
Reading sessions are structured to maintain engagement, often incorporating short, focused activities, opportunities for discussion and time to revisit key ideas. Teachers model fluent reading and may share the reading with pupils, for example by taking turns, to support stamina and concentration. Where appropriate, additional strategies such as using a ruler or pointer to track text, or adapting visual presentation, are used to ensure accessibility for all learners.
Comprehension is developed through rich discussion, where children explore vocabulary, make predictions and draw on prior knowledge to understand texts more deeply. Teachers guide pupils to focus on key sentences and short extracts, encouraging them to consider authorial choices and inference at an appropriate level.
Whole-class reading and listening opportunities (including reading aloud) ensure that all pupils can access high-quality, age-appropriate texts, regardless of their current level of independent reading.
Phonics
In daily phonics lessons, children in EYFS and KS1 are taught the relationship between sounds and letters in a structured and systematic way. As their knowledge develops, they become increasingly confident in blending sounds to read unfamiliar words and begin to recognise familiar words automatically.
Phonics teaching is highly interactive and adapted to meet individual needs. Teachers model the clear articulation of sounds and provide regular opportunities for pupils to practise, sometimes using mirrors or visual prompts to support this. A variety of multi-sensory resources, such as writing in different materials like sand or using chalk, are employed to support pupils who may find writing more challenging, ensuring a continued focus on developing secure phonics knowledge.
Consistency in teaching approaches and language ensures that all children can progress confidently, while additional practice and targeted support are provided where needed.
Phonics Guidance for Great Wood
Phonics Screening Check Information
Home Reading
Frequent reading at home is a key priority at Great Wood. Children are encouraged to read daily to promote enjoyment and to develop fluency, vocabulary and comprehension skills.
In KS1, children take home fully decodable books that closely match their phonics learning. A range of reading schemes ensures both breadth and progression, and the pace at which children move through the scheme is carefully monitored and adapted to meet their needs.
As children become more fluent, they transition to Rainbow Reading, which supports them in developing independence while still providing guidance in book choice. This ensures that all children experience a broad and balanced diet of texts.