Reading at Wilnecote

At Wilnecote, reading is at the heart of our curriculum, a strong reading culture is embedded throughout the school, with daily opportunities to read for pleasure, share books and celebrate literature. By fostering confidence, creativity and a genuine enjoyment of reading, we aim to equip every child with the skills and passion to become lifelong readers.  

We continue to build on the strong foundations established at Heathfields through the Little Wandle Letters and Sounds Revised programme for any child who is still developing their phonic knowledge and skills. 

Daily Rapid Catch-up sessions are in place for pupils who require additional support with phonics, ensuring that they receive targeted teaching to help them become confident and fluent readers. 

In Year 3, all pupils who have successfully completed the phonics programme continue to develop their reading fluency through the Little Wandle Fluency Programme. This programme is also used as an intervention for any child who is not yet reading at the expected number of words per minute, providing further support to strengthen reading accuracy, speed and comprehension. 

Reading through the rest of our school is taught through the Jane Considine approach, which places engagement, enjoyment and deep understanding at the heart of learning. We believe that every child can become a confident and enthusiastic reader, and we provide a rich, language-focused curriculum that develops both comprehension and a love of reading. 

Through carefully selected high-quality texts, pupils are encouraged to explore vocabulary, make connections, infer meaning and respond thoughtfully to what they read. Lessons promote discussion, curiosity and critical thinking, enabling children to engage with texts on both an emotional and analytical level. Reading is taught through a balance of fluency, comprehension and vocabulary development, ensuring that pupils build the skills needed to become successful, independent readers. 

We aim to make reading accessible, engaging and highly inclusive for all learners. Rather than focusing solely on finding the "right answer", pupils are encouraged to explore texts through discussion, vocabulary and personal response, building confidence and reducing barriers to participation. 

Key features that support struggling readers include: 

• High levels of engagement through carefully chosen, high-quality texts that capture pupils' interest and motivate them to read. 

• Oral language development, with regular opportunities to discuss ideas, share opinions and rehearse thinking before reading and writing independently. 

• Vocabulary-rich teaching, where unfamiliar words are explicitly explored and revisited to strengthen understanding and comprehension. 

• Collaborative learning, allowing pupils to learn from peers, hear different interpretations and develop confidence in expressing their own ideas. 

• Scaffolded support and modelling, enabling all children to access challenging texts regardless of their starting point. 

• A focus on strengths and enjoyment, helping pupils develop positive attitudes towards reading and see themselves as successful readers. 

All classrooms provide a rich and engaging reading environment. Each class is named after a renowned author and features a dedicated reading area that reflects their work and celebrates literature. These spaces include carefully curated displays that promote a love of reading, support the development of reading skills, and showcase book reviews and recommendations written by the children. Through these stimulating environments, pupils are encouraged to develop both their reading proficiency and enjoyment of books.

Reading at Home Partnership

A strong partnership between school, home and the child is essential in developing confident, enthusiastic readers. Together, we can ensure that every child makes excellent progress in reading and develops a lifelong love of books.

The School Will:

• Provide an appropriately matched reading book for home reading.
• Teach and develop children's decoding, fluency and comprehension skills.
• Ensure children experience and enjoy a wide range of genres, including fiction, non-fiction and poetry.
• Develop children's understanding of and response to texts through high-quality comprehension activities.
• Listen to children read regularly and actively promote a love of reading.
• Provide opportunities for children to apply their reading skills across the curriculum.
• Read a high-quality class text daily to foster enjoyment and engagement with literature.
• Celebrate and reward regular home reading through the school's Pride Points system.

Parents and Carers Will:

• Listen to their child read regularly and discuss the text by asking questions.
• Sign and comment in their child's reading diary at least four times each week.
• Ensure that their child brings their reading book and reading diary to school every day.
• Read to and with their child regularly to encourage a love of reading.

Children Will:

• Bring their reading diary and home reading book to school every day.
• Read their home reading book at least four times each week.
• Take care of their reading book and reading diary.
• Change their reading book when it has been completed and check with their teacher that their new book is appropriate for their reading level.

By working together, we can help every child become a confident, successful and enthusiastic reader.

What happens if I do not read with my child and sign their reading diary at least four times per week?

Step 1: Teacher Reminder
The class teacher will provide a reminder about the school's expectation for regular home reading and signing of the reading diary.

Step 2: Reminder Text Message
A text message will be sent home to remind parents/carers of the expectation to read with their child and sign the reading diary at least four times per week.

Step 3: Phone Call from the Class Teacher
If there is no evidence of home reading for two consecutive weeks, the class teacher will contact home by telephone to discuss any barriers and offer support where needed.

Step 4: Phone Call from a Member of the Senior Leadership Team (SLT)
If there is no evidence of home reading for three consecutive weeks, a member of the Senior Leadership Team will contact home to discuss concerns and work with parents/carers to support the child's reading routine.

We value the important role parents and carers play in developing children's reading habits and appreciate your support in helping your child become a confident and successful reader.