At Hayward’s, we believe that speaking, listening, reading and writing are fundamental life skills, which enable children to communicate effectively in all areas and equips them for the challenges they will face in the wider world.

We ensure that:

  • Every pupil will learn to read, regardless of their background, needs or abilities.
  • All pupils, including the weakest readers, make sufficient progress to meet or exceed age-related expectations.
  • Children are able to develop vocabulary, language comprehension, and love of reading through stories, poems, rhymes and non-fiction 
  • Children are familiar with, and enjoy listening to a wide range of stories, poems, rhymes and non-fiction.  
  • Children in EYFS, Year 1 and Year 2 follow the Read, Write Inc programme at Hayward's.
  • All staff have clear expectations of pupils’ phonics progress term by term, from Reception to  Year 2. 
  • There is a catch up programme for children in Year 3 and Year 4 following the Read, Write Inc. programme. 
  • The sequence of reading books shows cumulative progression in phonics knowledge that is matched closely to the school’s phonics programme.
  • Teachers will give pupils sufficient practice in reading and re-reading books that match the grapheme-phoneme correspondences they know, both in school and at home. 
  • Reading, including the teaching of systematic, synthetic phonics, is taught from the beginning of EFYS
  • Ongoing assessment of pupils’ phonics progress is sufficiently frequent and detailed to identify any pupil who is falling behind the programme’s pace. If they do fall behind, targeted support is given immediately. 
  • All children, who require it, benefit from 1:1 reading at least three times a week in EYFS (starting in November) and in Year 1.
  • Children in Key Stage Two who are not at the expected standard in reading benefit from extra 1:1 reading on a daily basis

At Hayward’s, children are immersed in a literature rich diet of both fiction and non-fiction. Many choices of texts are selected at a class level using the discretion of the teacher for the needs of the current class.

However, overviews ensure that children cover the full range of genres across their school life through the combination of school life:

English lessons, reading sessions (whole-class/group/1:1) topic and other curriculum lessons, assemblies, story time, home-learning, independent reading, book fairs, reading cafes and author visits.

In fiction, children have experience of reading and writing both contemporary and classic literature, as well as developing their understanding of different genres including Traditional Tales, Folklore, Realistic Fiction – both Classic and Contemporary, Historical Fiction and Stories from other Cultures.

Our selections are drawn from a need for children to explore a wide range of text type to successfully navigate reading with confidence, including:

  • Archaic Language
  • Non-Linear Time Sequences
  • Narratively Complex
  • Figuratively Symbolic
  • Resistant Texts

Children also learn about different story structures and archetypes which are most often used. These include:

  • Overcoming the Monster
  • Rags to Riches
  • The Quest
  • Voyage and Return
  • Character Reborn
  • Tragedy and Comedy

In non-fiction, there is coverage of the following genres:

  • Non-chronological reporting / Factual reports
  • Instructional texts
  • Persuasive texts
  • Recounts
  • Discussion text

Across their school life, children will also experience a wide-range of poetry.

We believe that a rich and varied reading diet will enable children to not only access the wider curriculum at school, but become a confident member of society.

A child’s reading diet will differ depending on the child’s attitude and aptitude. Across the curriculum, teachers will plan to develop children’s reading skills. 20-30 minutes of the school day, or 45-60 minutes every other day, will be dedicated directly to developing children’s enjoyment and ability in reading.

Our aim is for all children in Key Stage 1 to leave as confident readers through our rigorous approach but we also aim to develop children as life long readers. 

Our Library is a special place in our school, where children can enjoy selecting from our wide range of books. 

All classes have story time at the end of the day at least 3 x a week

Children enjoy a wide range of literature during English sessions

Children will read in groups, individually or 1:1

Accelerated Reader is used in Key Stage 2 which motivates and excites pupils

Reading Adventure in Key Stage 1

Author Visits

Reading Cafes

Special Guests


Reading at Home Expectations:

•In Upper Key Stage 2 a minimum of 30 minutes per evening (will generally be independent reading, although reading to an adult would be great)

•In Lower Key Stage 2 between 20 and 30 minutes per evening (will generally reading to an adult, bridging more into independent reading when comfortable)

•In Key Stage 1 between 10 and 20 minutes per evening (reading to an adult).

Make sure your child can tell you their ZPD if they are using AR - they should be selecting books within this range.

Reading –top tips for helping

•Give them time to self-correct –try to avoid telling the word but instead help them with the strategy to spell it (e.g. segmenting the words).

•Checking vocabulary understanding.

•If it works –modelling and sharing (one page each).