Diary Dates


At West Hill Primary School learning to read is a top priority. We are dedicated to ensuring pupils become fluent, confident, independent, readers.

Our aim is to enable all pupils to reach their full reading potential. We recognise that children join West Hill School at very different reading stages and our approach is designed to foster a love of reading through sharing stories and poems and building in the skills of phonics, decoding, fluency and comprehension.

A school culture of reading for pleasure is created through providing classroom book corners, reading assemblies, reading bookmark sticker collection, regular author and illustrator visits, a school library, the book swap hut, Learn2Love2Read volunteers and building a home library with regular book donations to families.

The books available in school reflect our diverse community and their wide range of interests. We continue to develop the resources available to ensure that they represent our multicultural and inclusive school. In addition to the class books which are read together and used as inspiration for our writing, we read non-fiction books to support learning in History, Geography and Science.


In all year groups the children work with a range of texts to ensure breadth and stimulate interest in ‘learning to read’ and ‘reading to learn’. Opportunities are continually sought to support children’s reading skills and comprehension, and we teach them to develop a love of reading. Children are exposed to a variety of reading genres which enables them to develop their comprehension, make links between books and develop a deeper understanding and knowledge of the world.

To extend and increase opportunities for children to practise and develop their skills class timetables include:

  • phonics or guided reading daily;
  • reading in small groups with the class teacher or teaching assistant in KS1;
  • whole class guided reading sessions in KS2;
  • 1:1 reading opportunities each week with staff and volunteers;
  • shared class book
  • independent reading at home (daily)

Texts available to pupils in the school are a mixture of colour banded books and ‘real’ books. Children in Year 2 and Year 3 are assessed using the benchmarking system to ensure that we can continue to measure their progress as they move away from RWI and set targets for the next steps in their reading development. The benchmarking system focuses on the pupils: ability to decode, fluency and phrasing, summarising key aspects and being able to show increased comprehension by literal, inferential and response questioning.

What does reading look like in: Reading lessons:
Reading in Early Years
  • Whole class shared texts
  • Daily phonics lessons – RWinc
  • Reading for pleasure with friends in the book corner
  • Reading outside
  • Texts linked to enquiry topics
  • Repetitive singing to listen for sounds
  • Read labels in the environment
  • Reading names daily
  • Reading with an adult
  • Sharing texts with an adult
  • Sharing texts in the role play areas
  • Parents’ weekly reading sessions in class, teacher modelling how to read with your child
  • Parent coffee mornings
Reading in KS1
  • Daily phonics lessons – RWinc
  • Reading decodable books – modelled by adult to gain independence
  • Guided reading sessions in groups
  • Paired reading
  • Reading real books
  • Reading in small groups
  • Reading for prosody (Year 2)
  • Whole class reading
  • Reading assemblies
  • 1:1 reading with an adult
  • Opportunities to talk about favourite authors
  • Answering questions about texts
  • Finding answers within the text
  • Parent coffee mornings
Reading in KS2
  • Guided reading
  • Paired reading
  • Group discussions
  • Opportunities for learners to consolidate skills through recording answers
  • Choices of challenging books that are suitable for the group
  • Clear modelling and instruction on what the children need to work on when reading aloud
  • Focus on vocabulary-meanings of words, context, synonyms and antonyms.
  • Active learning- using sugar paper/whiteboards to record answers.
  • Text marking and close reading of chunks of texts
  • Active reading-listening out for key information and vocabulary
  • Questioning-lots of different question types with focus on the different skills of retrieval, inference, prediction, summarising, vocabulary, explanation.
  • Questions and discussion to find inferred meaning in texts
  • Encouragement of decoding for those children that need it
  • Non Fiction texts-recapping on features, reinforcing knowledge
  • Discussions on word choices and content/story lines/characters
  • Children all enjoying the chosen texts.
  • Children using the text to back up their answers
  • Parent coffee mornings