In the Early Years formal teaching of reading is delivered following the Read write Inc programme. It is a well-structured, systematic approach to phonics. Children work in small groups and are assessed and regrouped half termly.  

Impact and progress is regularly measured with all children making progress.   

In addition, vocabulary and phonics are embedded in all areas and provision, including: 

• Language rich environment 

• Book corner in classrooms 

• Fiction / nonfiction books accessible 

• Stories 

• Songs 

• Rhymes  

• Book sharing in class – reading stories  

• Weekly library books 

• Reading Race incentive. 

• Modelled reading through teaching sessions 

• Word games around the classroom 

• Encourage children to use ‘Fred fingers’ whenever possible.  

• Flashcards / words in the classroom 

• Signs and labels 

• Name cards 

• Daily Topic session using a text, song or picture stimuli 

• Modelled reading /story telling 

• Drama based activities 

• Puppets and story telling  

• Small world / construction areas to develop story based play 

• Signs and labels – words and pictures on pots and storage to encourage reading.  

• Tailored daily intervention for identified child (Read, Write Inc.) 

• Weekly one to one reading for all children  

• Weekly information sheets for parents to support their children 

• Reading workshops for parents (restrictions permitting) 

• Outside 

• Dedicated reading Pod 

• Words / phonic cards 

• Access to fiction and non-fiction books 

• Music pod to develop listening skills.  

• Small world Pod to develop story telling 

• Discreet intervention – phonic cards in pockets / green word / red words as we progress through the year 

Reading in the Early Years

Reading is so important. Enjoying books and reading stories from a very early age is crucial in the development of a child. Not only does it help with their ability to understand words, but it encourages them to begin to and develop their imagination – to see things and imagine things all by themselves – and to develop their speech, it improves concentration and introduces children to new concepts and the world around them.

Children develop more in the first 5 years of their life than at any other time (hence why these are called the foundation years), and during these years’ children start building the blocks for the rest of their life. 

How We Share Books in the Early Years

As well as the books that we read as part of our main curriculum from the school reading spine. We also have books available in our everyday provision. We link texts and books to the different areas of our learning environment. Children can then use these to further their understanding. For instance, in the small world area near the dinosaurs, you will find books about dinosaurs. These will often be above the reading age of the child however an adult can share the information with the child. This allows the child to access extra information and for the adult to model reading. 

Reading Corners and Nooks

In Nursery and Reception you will find inviting areas for the children to read in or share a book with a friend or adult. These obviously not the only place you will find a child reading in EYFS but they are designed to shine a light on books and spark excitement around reading.