EYFS

In Nursery, children are encouraged to take home a picture book which is to be read to them by their parents, carers, a responsible adult or an older sibling. The idea is to listen and understand a wealth of language and to develop their communication skills.

In Reception, once the children have had their 3 reading sessions, the book is sent home for them to read with their parent. A comment must be made in their reading record by the adult listening to them explaining how well they have read. At school, a record is kept of all books sent home on a home reading sheet, with reading records being checked weekly by a member of staff.

Key Stage 1

In Key Stage 1, if a child is still completing the phonics programme or is not ready to move to the Little Wandle Fluency programme, they will take home a Little Wandle Big Cat phonics book. This book will be used as part of the child’s reading sessions and is sent home to consolidate the skills they have completed that week.

A second book will be sent home, linked to the phonics stage they are on. However is a book that the child has not seen before.

Both books are to be read by the child to a responsible adult or sibling who must fill in their reading record explaining how they got on.

Once a child has moved to the Little Wandle Fluency scheme, they will only bring home 1 reading book that they must read.

Accelerated Reader (From year 2 onwards)

Once children can confidently decode words and read texts independently, they move onto Accelerated Reader for the rest of their reading journey throughout their time at All Saints’. Accelerated Reader allows children to read books that are matched to their reading ability (otherwise called a ZDP) and checks their understanding through an online activity that they complete once they have finished a book.

Children are given a bookmark with 20 questions (before reading, while reading, after reading targeted questions) to answer daily in their Reading Records. Children are expected to read aloud at home to an adult and record evidence of this in their record, which will be signed by parent and teacher on a weekly basis. Children access high level texts, read to them by their teacher in order to model how unfamiliar language and sentence structures should sound and, in turn, aid comprehension of the text.