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Reading in Early Years


An EYFS long term class novel and big book text list has been devised. However, this list is not set in stone and is very flexible and regularly adapted to meet the needs and interest of current cohorts of children.   

In Nursery, we have an inviting reading area with a wide and varied selection of books as well as access to story props and story phones (these are often linked to a theme or topic and are changed regularly).

Stories are an integral part of the nursery session with books chosen to support learning along with books for reading for pleasure. During whole class story time, children experience a range of genres including, rhyming stories, traditional tales, poetry, interactive stories and non-fiction texts. We follow the whole school approach of T4W and as a nursery class we innovate familiar stories and nursery rhymes as well as inventing our own stories and nursery rhymes.

In Nursery our children access BLAST. This research-based initiative is implemented as an approach to develop a range of skills which include: receptive and expressive language, listening and attention, turn taking, sound discrimination and social communication.

Following BLAST, our children are introduced to Phase 2 Letters and Sounds by the daily singing of Jolly Jingles and having a sound of the week focus. As an additional approach, Letterland is also used alongside Jolly phonics, to support the learning of grapheme and phoneme correspondence and the development of oral blending and segmenting skills. Indeed, oral blending and segmenting is a fundamental aspect of our early reading which we promote at every opportunity and use toys and props to ensure the children are motivated and enthusiastic.

In Reception, reading for pleasure is promoted by encouraging children to bring in a favourite book from home. Their book is placed in our reading for pleasure basket and is read by the class teacher to the rest of the class during the course of the half-term. In line with our whole school ‘Class Novel’ initiative, at the end of each day, children have the opportunity to listen to the class novel read by the teacher. In addition to this, ‘Big Books’ are used to deliver whole class daily shared or guided reading sessions. When children are able to confidently orally blend and recognise all of phase 2 phonemes they are introduced to the schools reading scheme. The class teacher listens to each individual child read their scheme reading book every week with next steps and areas for development being logged in the class reading file.  Their reading book along with a reading is log is also sent home and parents are asked to regularly share the text throughout the week with their children and are asked to make comments about their child’s reading in the reading log.