Tattershall Primary School

Tattershall Primary School
Believe, Achieve, Succeed

Tattershall, Lincoln LN4 4QZ T: 01526 342045 E: enquiries@tattershallprimary.lincs.sch.uk


At Tattershall Primary we recognise the importance of reading and the impact that it has on all other areas of learning.  To promote reading we have weekly readers of the week from each class who receive a price in recognition of their progress,   We are introducing a new challenge of reading 30 books during a term to win our Super Star Reading Awards. 

Competence in reading is the key to independent learning and is given the highest priority, enabling the children to become enthusiastic, independent and reflective readers. Success in reading has a direct effect upon progress in all other areas of the Curriculum and is crucial in developing children’s self-confidence and motivation. At Tattershall Primary School we are following “Letters and Sounds” for phonics, using the Jolly Phonics actions and songs to provide an engaging, multi-sensory approach. 

For guided reading we use a combination of “Oxford Reading Tree” and Badger Reading schemes. For children in KS1 who need extra support for phonics and reading they will receive extra small group phonic sessions using Read Write Ink, and focused 1:1 support using Precision Teaching.  For children who need focussed support in KS2 with their reading and phonics, Toe by Toe, Precision Teaching and RALF are used.

We strongly believe in the power of reading and are always striving towards further enhancing our positive culture to learning built on the notion that reading is the foundation in which success can be built on. Children are exposed to a range of varied, relevant and age appropriate books to enjoy, learn from, discuss and be inspired by.  Reading achievements are celebrated every week during whole school assembly, with each class selecting a reader of the week.  To promote the importance of reading at home, children receive Success Stars to celebrate their reading at home.

Reading takes place in many forms within our school. Books are read independently; reflective of ability and with opportunities built in to represent appropriate books for that ability as well as opportunities to read books of personal interest; teacher reading sessions, a part of the day where books are listened to and enjoyed; and guided reading, an opportunity where inference, determining the author’s intentions and personal predictions and attitudes towards the reading are shared and discussed. In addition to all this, home reading is a vital component which further establishes reading skills, positive reading attitudes and contributes greatly to the success that the children see in the classroom.

Book Studies are currently being introduced, and are an exciting opportunity to become fully immersed in a book; a study where the arts are explored to develop an even deeper understanding of a book and the characters and plots within it.

Letters and Sounds Phonics

We use Letters and Sounds as a basis for our phonics teaching, which is supplemented by interventions including Read Write Inc. and Precision Teaching in small groups or 1:1 sessions.  Children in Reception complete a variety of directed phonics activities every day. In Key Stage 1, pupils receive 20 minutes phonics teaching every day.

In Key Stage 2, children have dedicated spelling sessions 3 times a week using our new scheme of No Nonsense Spelling; some pupils with significant SEN have this increased to accommodate additional Toe by Toe tuition, or Precision Teaching.

Reading is the key that unlocks the whole curriculum so the ability to efficiently decode is essential. Phonics sessions are expected to occur each day with no exceptions, as the continuity and pace of the programme is key to accelerating the progress of children’s reading and spelling development.


Aims and objectives

  • Gain knowledge of the 44 phonemes
  • Develop skills to segment words into phonemes
  • Recall grapheme representations
  • Decode real and alien words using phoneme/grapheme recognition
  • Reason about the rules for using alternative grapheme representation, and the patterns for using them.

Delivery of Phonics

  • Initial sounds are to be taught in a specific order.
  • Sounds taught should be ‘pure’ ie ‘b’, not ‘buh’ as this is central to phonic teaching and ability to recognise sounds in words.
  • Blends are to be declustered. eg bl is two specific sounds.
  • Children are to be taught that the number of graphemes in a word always corresponds to the number of phonemes. This greatly aids spelling.


Aims and objectives

  • Provide all children with the necessary decoding skills / reading strategies to access texts; Become confident and fluent readers with excellent understanding of what they read;
  • Read aloud, with expression and intonation, including reading as performance;
  • Read with enthusiasm and develop a lifelong love of books;
  • Access and effectively use a range of genres, including narrative, poetry and non-fiction;
  • Develop competency in using electronic media to access meaningful texts;
  • Develop a critical appreciation of what they read;
  • Develop their own imagination, inventiveness and critical awareness;
  • Monitor and evaluate their own reading and reading experiences;
  • Develop reading and retrieval skills that allow them to use a text effectively;

Reading Areas

In EYFS and KS1 all classes have their own designated reading areas to encourage children to explore and read books independently.
This year we have been developing new reading areas for the KS2 children, to provide them with reading friendly spaces.  They have unanimously enjoyed the new beanbags for sitting on, and the enclosed area.  The children in KS2 have been very involved with designing their reading areas and are very excited to see how their areas are developing!
We will be adding more photos as the areas start to take shape!

Our Reading Area