Our approach aligns with the DfE Reading Framework, emphasising the importance of rich texts, and regular reading practice to develop strong word-reading and comprehension for all children.
Early Reading: Nursery & Reception
Nursery
Children develop an awareness of sounds, listening skills, and a love of stories. Daily story sessions, rhymes, songs, and interactive activities lay the foundations for reading, vocabulary, and oral language. Children explore sounds in their environment and learn stories, poetry and songs with rhythm, rhyme, and alliteration.
Reception
Children begin systematic synthetic phonics using Read Write Inc. (RWI). They learn letter–sound correspondences, blend sounds to read words, and practise common exception words. Daily read-aloud sessions build comprehension, vocabulary, and narrative knowledge.
Key Stage 1: Years 1–2
Children consolidate phonics knowledge using decodable texts matched to their knowledge of sounds. Lessons focus on developing sound knowledge, reading words with these sounds and reading texts with increasing fluency.
Pupils below age-related expectations are identified early and supported with targeted interventions, including daily phonics interventions.
Whole-Class Reading: Years 2–6
From Year 2, once children have a secure knowledge of sounds and can read texts fluently, they participate in whole-class reading lessons using fiction, non-fiction, and poetry texts. Lessons follow the approach outlined in Christopher Such’s Primary Reading Simplified:
- Fluency Read – building accurate, expressive reading and confidence with texts
- Close Read – critical thinking through detailed exploration of language, themes vocabulary, and understanding the intent of an author’s language choices
- Extended Read – developing reading stamina, a breadth of reading experiences and independent engagement with texts
Vocabulary and language are taught explicitly and systematically, ensuring children can access and understand the texts they read.
Core texts are carefully selected to provide breadth and challenge, including classic literature, contemporary stories, poetry, biographies, and non-fiction. This ensures children are exposed to rich language, diverse perspectives, and ideas beyond their own experiences, supporting both comprehension and cultural knowledge.
The Springfield Reading Spine
Our Reading Spine ensures every child hears and engages with high-quality literature beyond their independent level. Classes explore:
- Classic and contemporary fiction
- Poetry and picture books
- Biographies and autobiographies of diverse, inspiring figures
Texts are selected to provide mirrors and windows into the world, develop language, comprehension and foster a love of reading.
Supporting All Readers
We use rigorous assessment to identify pupils who need extra support, including:
- Daily phonics for KS2 pupils new to English
- Targeted interventions for children reading below age expectations
- Embedding reading across the curriculum to strengthen vocabulary and knowledge
This ensures that all children make progress.
Reading at Home: How Parents Can Help
Parents play a vital role in developing reading skills:
- Talk with your child to extend vocabulary through regular conversations about the world
- Read aloud daily with your child and discuss stories to build comprehension. Be a role model – demonstrate your own appreciation of reading (in any language!)
- Support phonics learning by asking your child to read their phonics books out loud
- Encourage reading with warmth and patience, and celebrate the progress they make
We run a range of reading workshops throughout the year. ‘Jump into a Book Together’ is for all age groups. These are a series of workshops aimed at both parents and their children promoting reading for pleasure. We also run workshops to understand the RWI approach to teaching phonics and early reading.For further guidance on Read Write Inc. Phonics, visit: Ruth Miskin Parents