The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils: 

• Read easily, fluently and with good understanding 

• Develop the habit of reading widely and often, for both pleasure and information 

• Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language 

• Appreciate our rich and varied literary heritage 

• Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences 

• Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas 

• Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Learning to Read

For pupils in Class 1 and Class 2, and for children who are at the early stages of learning to read, we provide fully decodable reading books that are carefully matched to the sounds and words children have already been taught. This ensures that children can practise and apply their phonics knowledge successfully, building confidence, fluency and independence as readers.

At Newton Burgoland, we use the Little Wandle Letters and Sounds Revised programme to support early reading. Each week, children take part in three structured reading sessions with a school adult, focusing on:

• Decoding – accurately reading words using their phonics knowledge.

• Prosody – developing fluency, expression and appropriate phrasing.

• Comprehension – understanding, discussing and responding to what they have read.

Following these three guided reads in school, the reading book is sent home so that children can continue to practise their developing skills. We ask families to read the book with their child at least three times during the week.

Repeated reading is a vital part of learning to read. Re-reading familiar texts helps children develop automaticity, improve fluency, deepen comprehension and build confidence. This overlearning allows children to focus less on decoding individual words and more on understanding and enjoying what they are reading.

The support of parents and carers is invaluable. By reading regularly at home and celebrating reading together, families play a crucial role in helping children become lifelong readers who read with confidence, fluency and enjoyment.

Sharing Books: Reading for Pleasure

At Newton Burgoland Primary School, we want every child to develop a lifelong love of reading. While decodable books help children practise their reading skills, sharing books are chosen to encourage reading for pleasure and to help children discover the joy that books can bring.

Your child's sharing book is a book that they have selected for you to enjoy together. It may contain words that they cannot yet read independently, and this is perfectly normal.

Please do not expect your child to read this book on their own. Instead, read the book to them, with them, or alongside them, making the experience enjoyable and relaxed. You might:

• Talk about the pictures and what they tell you about the story.

• Discuss the characters and their feelings.

• Predict what might happen next.

• Ask questions and share ideas about the story.

• Use different voices for different characters.

• Explore interesting facts in non-fiction books.

• Re-read favourite pages and stories together.

Most importantly, have fun and enjoy spending time together with a book. These shared reading experiences help children develop vocabulary, comprehension, imagination and a positive attitude towards reading, laying the foundations for a lifelong love of books and learning.

 Children who belong to families where books are valued, shared and talked about find it easier to learn to read and write. A variety of experiences and the vocabulary to talk about those experiences makes a huge difference to reading and understanding of reading. The journey to being a reader  and a writer starts at birth when you first talk to your child.

’Reading and writing floats on a sea of talk” ( James Britton, 1983 )

Finding a good book

How to help your child find the right book

Take a look at the book lists below or follow the link to the book trust.

The book you choose should be a' Goldilocks text'– not too easy and not too hard.

To find the right text, open the book on any page. Hold up one hand. Read the page and every time you come across a word you do not understand or can't read, fold down a finger.

• 5 fingers folded – save this book for later

• No fingers folded – this book could be too easy.