HargatePrimary SchoolDeaf Provision and Social Emotional and Mental Health Provision.


Hargate Primary SchoolDeaf Provision and Social Emotional and Mental Health Provision.


The aims of reading at Hargate Primary School

  • That all children will become readers.
  • To reinforce that books have meaning and reading for meaning is our top priority.
  • That children become independent readers who choose to read for many different purposes throughout their lives.


How is reading taught?

Children in Early Years and Key Stage 1 are taught phonics in RML (Ruth Miskin Literacy) lessons. Children are taught letter sounds (speed sounds) and how to blend letter sounds to read words. They practise their blending skills by reading RML phonic books. An important part of lessons is discussing the books and particularly learning new vocabulary. Children also practise applying their phonic skills to spelling and writing activities. Children are grouped by reading ability for these lessons.

Guided reading
In Key Stage 1 children work in small groups of similar ability to read a story or non fiction text with a teacher. Children are taught how to gain meaning from the text through discussion and questioning. They may work on describing characters, settings or events and predicting what might happen next. Children will also be taught how to read punctuation and discuss vocabulary.

In Key Stage 2 children read a class novel. Children work with a teacher to analyse this text in detail focussing on developing their understanding of how the writer uses language, layout, inference etc for the purpose of impact on the reader.

Home reading
Children in Nursery take home a book for parents to read to them. In Reception, Key Stage 1 and 2 children choose a fiction or non-fiction book at their reading level to read at home. Parents are asked to complete a reading record when they have read with their children at home. 

Reading support
Children who need support with reading may have additional one to one reading lessons with a specially trained reading teacher (Reading Recovery) or a learning support practitioner (Boost Reading Potential –BRP)