Reading

Intent

At Oxhey Wood Primary School, we aim to inspire children to become lifelong readers who are fluent, confident, and passionate about books. We recognise that reading for pleasure has declined nationally, with only 1 in 3 children enjoying reading in their free time and only 1 in 5 reading daily. This means that sharing a diverse range of high-quality texts is more important than ever in encouraging our children to recognise reading’s value for both knowledge and enjoyment.

Our intent is that all children:

• Read widely for pleasure and enjoyment.
• Are fluent readers, using a range of skills to support learning across all subjects.
• Apply phonics knowledge to decode unfamiliar words with increasing accuracy and speed.
• Develop strong vocabulary and grammatical knowledge.
• Read, respond to, and discuss a wide variety of texts, including fiction, non-fiction, and poetry.
• Develop empathy and emotional intelligence through literature.

We aim to build:

• A culture of reading for pleasure, curiosity, and critical thinking.
• Knowledge of children’s literature and authors.
• Strong communities of engaged readers with diverse identities.
• Teachers as reading role models.

Our approach is informed by evidence-based research (EEF, Literacy Trust, Book Trust, wider reading e.g : The Art and Science of Teaching Primary Reading - Christopher Such).

Implementation

Early Reading & Phonics (EYFS & KS1)

• Monster Phonics is embedded to build a strong foundation in decoding.
• Children leave Year 2 able to read independently.
• Daily phonics sessions supported by decodable texts are matched to children’s ability.
• Children working at greater depth are challenged and extended.
• Reading for pleasure is promoted daily through stories, poetry, and non-fiction.
• Techniques such as echo reading support intonation, prosody, and expression.
• Weekly library visits and daily reading routines foster independence and enjoyment.
• Needs are identified early and supported

Key Stage 2 Reading

• Whole-class reading lessons include discussion, questioning, and exposure to a carefully chosen collection of texts fiction, non-fiction and poetry.
• VIPERS (Vocabulary, Inference, Prediction, Explanation, Retrieval, Summarise) skills are taught daily to develop comprehension skills.
• Daily reading with opportunities across the curriculum.
• Phonics intervention groups, pre-teaching, 1:1, and small-group reading support children to close any gaps

Reading for Pleasure & Engagement

• Weekly visits to the library for all classes to support reading for pleasure
• Termly pupil voice ensures book collections reflect children’s interests.
• Book corners, inviting libraries, and themed events (Book Week, World Book Day,) create a vibrant reading culture.
• Reading passports, independent daily reading, reading vending machine create individual ownership around reading
• Teachers actively model reading and share recommendations.
• Reading is promoted across social media, newsletters, and assemblies.
• Cross-curricular texts support learning in all subjects.
• Partnerships with local libraries enhance engagement and access.
• Parents are invited to each class for ‘Book and a snack’ sessions to see reading in action or share a story with their children

Impact

Children & Families

• Children engage with reading enthusiastically and confidently.
• Children are aware of progress and next steps.
• Daily retrieval practice and VIPERS discussions support progress and reflection.

Class Teachers and subject leaders

• Use a range of assessments to identify gaps and support progression
• Deliver targeted interventions
• Monitor reading provision, support planning, and ensure high-quality teaching.
• Analyse data, conduct pupil voice tasks, and address gaps promptly.
• Maintain and implement the Reading Action Plan.
• Pupil Progress Meetings identify gaps and ensure interventions meet needs.
• Promote reading through assemblies, celebrations, and daily routines

Governors

• Monitor reading provision through learning walks, meetings with leaders, and discussions with pupils.
• Receive updates on reading initiatives and outcomes.

Inclusion & Equity

• VIPERS and explicit teaching of reading skills support all learners.
• Pre-teaching of vocabulary and culturally diverse texts promotes engagement.
• Targeted interventions (phonics, comprehension, booster sessions) ensure gaps are addressed.