Reading Schemes

Reading at Hucklow

Whole School Vision
At Hucklow Primary School we aim for children to become independent and confident readers with a lifelong love of reading.  We aim to ensure that all children access an enriched curriculum which allows them to start reading early as we believe that we learn to read and then we read to learn.

We ensure that all children have equal access to the curriculum, regardless of gender, race, religion or ability. Children with specific reading, speech and language or hearing difficulties will be identified and supported through support programmes in school and external help provided where necessary.

We invest in high quality reading books, Accelerated Reader to accelerate progress for children and regular reading activities and events which strongly promote our love for reading at Hucklow.

All children engage in daily high quality guided reading sessions with an additional weekly reading comprehension session.  Children are grouped according to their reading ability and these groups are fluid and responsive to children’s needs and varying rates of progress. Guided reading books are targeted at an instructional reading level and children take home independent reading books.
Additionally, we acknowledge that the acquisition of reading skills needs high quality phonics teaching at the heart, which is taught daily from FS – Y2.
Benchmarking and robust assessment strategies take place half termly to ensure texts are matched accurately to the children’s needs and abilities.

Across the school children have access to a number of reading strategies and opportunities:
1. Individual reading
2. Shared reading
3. Guided reading
4. Reading across the curriculum
5. Independent reading
6. Reading at home

In addition, all children listen to stories being read aloud on a daily basis.

FS2/KS1 – Features of effective practice at Hucklow


1. Fast paced and rigorous teaching of phonics using Letters and Sounds.  Pupils are grouped according to ability and each session follows the Hucklow four-part structure.
2. Daily and effective use of formative assessment during reading sessions to ensure teaching is pitched appropriately for children’s understanding and any necessary interventions are put in place quickly and effectively.
3. Each year group aims for children to make expected progress over the year and we accelerate children’s progress in order to narrow and close the gaps.  We aim for children to reach the expected standard by the end of Year 2 and some to be working at greater depth.
4. Reading areas are used daily by the children to enjoy quality texts that match their interests.
5. 1:1 reading is provided for targeted children and group guided reading sessions for children who are ready.
6. We use school reading planners to build on Home/School links and partnership. Parents sign and date when their child has read and uses the planner to record any comments.
7. Assessment is completed through the use of Rising Stars and PM benchmarking every half term.
8. Phase training for Teachers and TAs to ensure confidence in the delivery of teaching reading.

KS2 – Features of effective practice at Hucklow


1. Daily guided reading sessions and weekly comprehension sessions. Content domains taught discretely in reading comprehension sessions, building up to children accessing more than one content domain per session.
2.  Targeted interventions for children highlighted during pupil progress meetings (Switch on Reading, FFT)
3. Accelerated Reader used in Year 5/6 to accelerate progress.
4. Each year group aims for children to make expected progress over the year and we accelerate children’s progress in order to narrow and close the gaps.  We aim for children to reach the expected standard by the end of Year 6 and some to be working at greater depth.
5. A focus on developing understanding in reading in both literal and inferential comprehension.
6. Regular tracking of reading levels using Rising Stars, PM benchmarking and Accelerated Reader.
7.  Phase training for Teachers and TAs to ensure confidence in the delivery of teaching reading.
8.  We have a strong link with Firth Park Library and children visit the library weekly.
9.  All Year 6 children have a staff mentor to discuss their learning with – this is an opportunity for staff to help develop reading each week.

Whole school – effectiveness of reading strategies

At Hucklow we enjoy whole school book celebrations and we highlight authors and poems through our author and poem of the month.  The children take part in monthly reading competitions linked to our author/poem of the month with half termly prizes.

Children enjoy watching and taking part in ‘Stories in the Round’ each half term.

We work closely with our local library to help encourage our children’s love for reading and to give children access to a wide range of books/texts.

We take part in the Sheffield Book Awards each year and children participate in the awards ceremony.

Author visits to school help develop our reading rich environment and encourage children to read new books.

Leadership and Monitoring of Reading

Monitoring the teaching and learning of reading takes places in a number of ways:

1. Observations of Guided Reading.
2. Learning Walks to ensure that reading is given a high profile in classrooms (displays, books, book corners).
3. Half termly tracking of all children by subject lead.
4. Half termly book scrutiny to ensure reading activities are purposeful and accurately matched to the children’s abilities and needs.
5. Monitoring of record keeping by subject lead.

This Years Studying

Click on the key text to view what books each year group will be studying this year.

Year One   |    Year Two   |    Year Three   |    Year Four   |    Year Five   |    Year Six