Reading at Nafferton


Hannah Whelan, Subject Leader
Hannah Whelan, Subject Leader


At Nafferton, English lies at the heart of our curriculum and is embedded throughout. From the moment children begin their Nafferton Journey, we endeavour to cultivate a passion and lifelong love of reading through a thematic approach. Through this, children gain an extensive and rich vocabulary, essential reading skills and the motivation to read for study and pleasure. We recognise that each child has their own starting point on entry to every year group and progress is measured in line with these starting points to ensure that every child can celebrate success. We ensure that each child develops their knowledge of spoken English and provide opportunities for children to consolidate taught English skills. By the time children end their Nafferton Journey, they have acquired the fundamental skills of reading within their ability range.


Reading in EYFS

Children in Foundation are immersed into a world of books and a language rich environment from moment they start school. Books are easily accessible for all children and cover a breadth of topics which interconnect their learning throughout the seven areas. We firmly believe the importance of providing children with the opportunity to listen to and join in with a variety of familiar stories ranging from nursery rhymes and songs, traditional tales, Recommend Reads (selected from Pie Corbett’s Reading Spine), topic related texts, diverse books and non-fiction texts. Through these texts, children are taught to understand the ways in which stories are structured and are encouraged to answer and ask questions, as well as anticipate what might happen next. Our ‘Story Corner’ inspires children to re-enact and create their own stories through play. Before beginning Phase 2 phonics, we place a high emphasis on Phase 1 phonics to ensure that children have the prerequisites to succeed and excel in when learning to read. Initially, children receive a wordless book and are encouraged to discuss these books with their parents. Once children acquire sufficient phonic knowledge, they will begin to read phonetically decodable books.


Reading in Key Stage One

First and foremost, children are encouraged to read for pleasure and select their own books and reading materials based on their interests. Children in Year 1 continue to experience high-quality texts and build upon the skills which they have been taught in Foundation. By the end of the year, children are able to decode texts containing grapheme-phoneme correspondences from Phases 2, 3, 4 and 5. Children are listened to read at least once per week by an adult to improve their fluency. Alongside this, they participate in reading sessions which focus on developing key skills: vocabulary, prediction, inferences, sequencing and retrieval. Key skills which are taught in Year 1 are consolidated in Year 2 and continued to be strengthened through independent reading and whole-class reading sessions, preparing children for their transition into Year 3. Emphasis is continued to be placed upon building fluency and comprehension to enable children to elaborate their skills.


Reading in Key Stage Two

Children continue to read for pleasure and choose their own books as well as developing the skills to become fluent readers that read accurately and with appropriate expression. Through high-quality topic texts, children experience whole-class reading sessions where they develop key skills: identifying word meanings, comprehension, making inferences and predictions, summarising, providing explanations and making comparisons. Children continue to take reading scheme books home, alongside library books and Recommended Reads to develop their reading skills and a passion for reading. Teachers read a class novel to demonstrate to children to importance of reading for pleasure as well as how to read with fluency, expression and passion.



At Nafferton, we follow the Twinkl Phonics scheme and this is supported by additional resources. Year on year, children acquire the necessary skills for reading and by the end of Foundation, children have the strong foundations for reading and are able to segment and blend with ease. Children progress through Phases 1 – 6 and learn to recognise phonemes and write graphemes. As children progress, they begin to learn alternative pronunciations of phonemes and the various graphemes which can represent these sounds. Within each Phase, children learn to read and write various tricky words, high frequency words and common exception words. We use a range of materials to supplement the teaching of phonics and both practical and written approaches to support learning to ensure the best possible outcomes are achieved. Alongside this, we use Oxford Reading Tree scheme books to enable children to practise their reading skills and we have also developed our own SEND reading scheme which contain age and stage appropriate books. Children in EYFS and KS1 receive daily phonics lessons and this continues into KS2 where necessary. At Nafferton, we recognise that every child has a different starting point and teachers tailor methods and interventions to meet children’s needs to ensure progress.

Speaking and Listening

An integral part of learning to read is gaining the confidence to speak and have a strong listening skills. These essential skills are threaded throughout every subject and are built upon year on year. At Nafferton, we pride ourselves on providing children with exciting and purposeful opportunities to practise, develop and extend these skills. Over the year, children experience the following opportunities in order to showcase their skills and build their confidence:

  • House Captain Elections
  • Parliament debate
  • The Nativity
  • Harvest Festival
  • Remembrance
  • Christmas Production
  • End of year performance
  • Easter performance
  • Nafferton’s Got Talent
  • School Council
  • Year 5/6 jobs; reporting to staff members
  • Stay and Creates
  • Christingle Service
  • KS1 Christian Wedding

Year 5/6 have also experienced the following, in previous years:

  • Water Explorers
  • Visiting the Brazilian Embassy


Alongside these opportunities, children practise these skills daily in their lessons, through role play and discussions, assemblies, in the dining hall, guiding visitors around the school and on school trips.