“It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together.” EYFS Statutory Framework 2021
INTENT: In the EYFS we carefully choose books, focusing on quality text to extend children’s reading experience, vocabulary and comprehension and to encourage a life-long love of reading. The main book is chosen with a focus on comprehension and vocabulary, helping to develop understanding and broaden children’s spoken language.
IMPLEMENTATION: Our main text is shared within a small group, with focused and planned questions and vocabulary. We will link in relevant texts/stories to the main story, alongside rhythms of the term/season, through adult-led activities and child interests. During their Reception year, children will experience daily phonics lessons and meet key texts (fiction and non-fiction) including new vocabulary each term, which writing activities and play will stem from. Children will have access to reading, mark making and writing prompts inside and outside, for meaningful purposes. Reading will be developed and celebrated at home through the sharing of home readers and writing will be shared through Tapestry. Children will write with an adult during an adult-directed activity at least once a week, targeting next steps and write in their play, phonics or other opportunities on a daily basis.
IMPACT: Nursery: We will monitor the impact to ensure children are ‘on track’ in the developmental age band 3 -4 years: children are excited about stories and books and are developing their ambitious vocabulary.
Children in Reception will talk about the books they have read and use writing in purposeful and meaningful ways, for example as a method of communication. We will monitor who is ‘on track’ in reading through regular phonics assessments and move children on when they are ready in order to develop fluency and comprehension skills.