As a Reading school that is text-driven and vocabulary rich, we prioritise reading and put it at the heart of the curriculum.  We want our children to learn to read fluently as soon as possible. We want this as we know how important it is for children to be able to access the important knowledge we have planned in the wider curriculum. We make sure that reading and vocabulary are taught in all subjects. Our staff are reading experts. They understand that teaching content in subjects like history and geography is also teaching reading. Although we prioritise the mechanics of early reading (decoding) we are passionate that our children will develop a love of reading.

At Horsendale, there is provision of a rich variety of well-written books/reading materials, both fiction and non-fiction, in each classroom to support the development of reading for pleasure and progress individual skills.  Collections are well-organised and displayed in attractive areas to give reading a high and positive image and to encourage questioning and motivate interest with a colourful and exciting literacy environment.

In line with our English Hub status, starting in Reception and moving seamlessly into KS1, we use fully decodable books. These books perfectly match our teaching of phonics. Once fluent, the children begin reading appropriate texts using the current book banding system embedded within school from the end of Key Stage 1 running through Key Stage 2. The books are carefully matched to their individual needs. Where appropriate, some children may still require the fully decodable books into KS2.

Teachers ensure children are taking home a book appropriate to their reading level regularly and the appropriate targets for that book band are put into the child’s Reading Diary.  To further elevate the excitement of reading, teachers also read a class novel or picture book/short story as part of the daily timetable. The children are also given the opportunity to choose a library book to promote reading for pleasure.  Each class has a timetabled weekly session in the ‘Book Burrow’ (school library).  

Shared Reading:

This takes place with quality texts that reflect teaching and learning objectives within an English lesson and may be taught through other subject areas.  This is a whole-class setting teaching tool where the teacher models the reading process as an expert reader to provide explicit teaching of specific reading strategies.  It involves oral response and high levels of collaboration from children who join in where appropriate with the teaching of the texts.

Whole-class Reading:

Reading is a timetabled slot.  It takes place daily in Rec/KS1 and place at least three times a week in KS2.  This is delivered as a whole class lesson, adopting a mastery approach and ensuring that all children are exposed to A.R.E. texts. 

Our children’s reading journey begins in Reception, where children are exposed to daily phonic instruction and oral story telling.  This is further enhanced through Launchpad reading lessons and Talk through Story sessions. As children develop their phonic knowledge and their fluency for reading, we continue to foster a love of reading through Whole Class Reading in Key Stage One and in Key Stage Two. This then grows into appreciating texts at greater depth through the explicit instruction of Fischer Family Trust Reading Comprehension Framework in Key Stage 1 and Key Stage 2.  This framework ensures there is progression and challenge as children move through each stage of their development. 

The Book Burrow:

We have an attractive, stimulating library catering for children across the school with a wealth of high- quality fiction and non-fiction books.  There is a commitment to review and replace books regularly and to allot library expenditure each year.  Each class has a weekly timetabled slot to visit the library and choose books.  A card system is used to monitor the books borrowed and create further enjoyment around book borrowing.