Reading

At Kendall we use the Oxford Reading Tree scheme which is enriched with other age and ability appropriate reading material that is recommended by the National Literacy Trust alongside other charitable organisations whose core purpose is to support reading and literacy in schools. Our scheme runs throughout the whole primary phase to ensure children are accessing the right reading material to help them make progress with their decoding skills, be exposed to new vocabulary and improve their comprehension skills.   

Children in EYFS and Year 1 take home books matched to their phonics learning.  Additionally, children in EYFS and KS1 also bring home ‘mini-books’ from our phonics scheme, matched to their phonics progression in class. Children from Year 2 onwards are encouraged to self-select their reading books from within the book band they are on (see below).

The children have daily access to high-quality, enriching and varied texts in our well-stocked school library. EYFS and KS1 take home a picture book from their class library weekly, with children in KS2 taking home a school library book.

If you believe that there are books you think your children will enjoy that we do not already have in our library, please let us know as we are keen to keep our library well stocked with reading books that will inspire young readers.

As parents you are your child's most influential teacher with an important part to play in helping your child to learn to read. Here are some suggestions on how you can help to make this a positive experience.

1. Choose a quiet time

Set aside a quiet time with no distractions. Ten to fifteen minutes is usually long enough.

2. Make reading enjoyable

Make reading an enjoyable experience. Sit with your child. Try not to pressurise if he or she is reluctant. If your child loses interest then do something else.

3. Maintain the flow

If your child mispronounces a word do not interrupt immediately. Instead allow opportunity for self-correction. It is better to tell a child some unknown words to maintain the flow rather than insisting on trying to build them all up from the sounds of the letters. If your child does try to 'sound out' words, encourage the use of letter sounds rather than 'alphabet names'.

4. Be positive

If your child says something nearly right to start with that is fine. Don't say 'No. That's wrong,' but 'Let's read it together' and point to the words as you say them. Boost your child's confidence with constant praise for even the smallest achievement. See engaging Reluctant Readers Poster link at the bottom of this page.

5. Success is the key

Parents anxious for a child to progress can mistakenly give a child a book that is too difficult. This can have the opposite effect to the one they are wanting. Remember 'Nothing succeeds like success'. Until your child has built up his or her confidence, it is better to keep to easier books. Struggling with a book with many unknown words is pointless. Flow is lost, text cannot be understood and children can easily become reluctant readers.

6. Visit the Library

Encourage your child to use the public library regularly.

7. Regular practice

Try to read with your child on most school days. 'Little and often' is best. Teachers have limited time to help your child with reading. (If a class teacher heard each of the 30 children in their class read for 10 minutes each day, then they would spend five hours daily hearing children read and teaching them nothing else – this is why your help with helping your child practise their reading at home is so important!)

8. Communicate

Your child has a reading diary from school. Communicate with positive comments and any concerns. Your child will then know that you are interested in their progress and that you value reading.

9. Talk about the books

There is more to being a good reader than just being able to read the words accurately. Just as important is being able to understand what has been read. Always talk to your child about the book; about the pictures, the characters, how they think the story will end and their favourite part. You will then be able to see how well they have understood and you will help them to develop good comprehension skills. To be able to talk about new vocabulary, the themes and the content of a story is as important for children in the latter years of primary school as it is for those children reading in the earlier years.

10. Variety is important

Remember children need to experience a variety of reading materials eg. picture books, hard backs, comics, magazines, poems and information books.

It is our expectation that all children to read with an adult five times a week from their allocated book banded school book and for their reading diary to be signed - that way they are entered into our reading raffle.  If a child does not read five times a week, they will have the opportunity to read to a member of staff outside of lesson time on a Friday.

At Kendall we have a book band scheme that we carefully match to children's ages. Many of our books are from the Oxford Reading Tree scheme, however, we compliment this with many other books at the appropriate level so that the children's interest in reading is maintained.  You can see from the chart below how the book band colours relate to a child's reading age.

Below you will find support documents to help your child with their reading at home.