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Coldfair Green Community Primary School

Community, Aspiration, Resilience

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Our reading culture

At Coldfair Green Primary, we ensure that children have plenty of opportunity to be surrounded by reading. We value pupil voice at Coldfair, therefore we give children an opportunity to share which books they wish to see featured in the library. In every classroom, you will see a reading corner where a selection of books will be available for children to read throughout the day. In addition to this, as you walk around school, you will always be able to identify the text the class is reading simply by looking at their classroom door. So if you ever pay us a visit, make sure to ask a child about the book you can see they are reading! We ensure that there are plenty of opportunities throughout the day for children to be exposed to reading. This will be a combination of independent reading (the whole school take part in DEAR time once a week as part of this too), whole-class reading with a chance to read aloud themselves (which may vary depending on key stage) and opportunities to be read aloud to by their teacher. 


How do we teach reading at Coldfair Green Primary?



Reading in KS1 is taught through our Phonics scheme - Read Write Inc. 

In Read Write Inc. Phonics lessons, children learn to read accurately and fluently, developing good comprehension. They learn to form each letter, spell correctly, and compose their ideas step-by-step. 


In reading sessions, children read a story three times. On the first read, children will focus on being accurate with their word reading: the second, they will work on developing fluency; and the third, on developing comprehension. 



Children learn to:

  • Read new sounds and review previously taught sounds;
  • Sound out the names of characters and unfamiliar words;
  • Understand the meanings of new words;
  • Read the story (first read).



Children learn to:

  • Read the words in the story speedily;
  • Track the story;
  • Read the story with increased speed (second read).



Children learn to:

  • Predict the outcome, after listening to a story introduction;
  • Discuss and compare key moments in the story;
  • Read the story with a storyteller's voice (third read);
  • Answer questions about the story;
  • Read the same story at home;
  • Build background knowledge, ready to read the next Read Write Inc. Storybook. 




In KS2, we have Guided Reading sessions scheduled into our daily timetable. During these sessions, we focus our teaching around a good quality text that we explore as a class. While reading this text, we aim to explore a variety of skills such as Vocabulary, Infer, Predict, Explain, Retrieve, Summarise (VIPERS).  These are broken down further below:



I can find and explain the meaning of words in context. 



I can make and justify inferences using evidence from the text. 



I can predict what might happen from details given and implied. 



I can explain how content is related and contributes to the meaning as a whole. 

I can explain how meaning is enhanced through choice of language. 

I can explain the themes and patterns that develop across the text.

I can explain how information contributes to the overall experience. 



I can retrieve and record information and identify key details from fiction and non-fiction. 



I can summarise the main ideas from more than one paragraph.  

VIPERS progression

Below you have access to a progression document for each year group that demonstrates how we aim to teach the VIPERS skills across each year group. Each year builds upon the skills achieved in the previous year so that each skill is embedded by the time a child reaches year 6. 

How is reading celebrated at Coldfair Green Primary?


Here at Coldfair Green Primary, we look to instil a celebratory reading culture which inspires children to read for pleasure. As well as explicitly teaching children how to read during phonics and guided reading sessions, we believe that it is also vital that children are frequently given the opportunity to read for pleasure, as well as to share their love of books with both peers and staff.


Independent or shared reading time therefore occurs daily, with a specific DEAR (Drop Everything And Read) time being introduced on a Monday afternoon. During this time, both the children and staff around school engage in reading for pleasure, with staff modelling the activity to inspire reluctant readers.


The main initiative our school has put in place to improve children’s attitudes towards reading is the introduction of the ‘Reading Passport’. This was an initiative chosen by the school based on the findings of both survey and focus group data carried out with the children during the last academic year (2020-21).


The purpose of the Reading Passport is to document the amount of time children read for pleasure each day. The children record how many minutes they have read for in their Reading Passports, with each minute of reading equating to 1 ‘reading mile’. When the children reach the milestone of 100 reading miles (100 minutes of reading), they receive a stamp in the front of their passports from their class teacher.


At the end of each half term, the children in each class add up their reading miles both individually and collectively. The amount of reading miles collected by a whole class determines where they can therefore ‘travel’ to on their class plane. For example, a class which has earnt 3,500 reading miles over the course of one-half term may choose to travel to Toronto, Canada.


As well as working as a class, the children will also be recording their own reading miles to compete for the titles of ‘star passenger’ and ‘star readers’. One star passenger is awarded in each class per half term (the individual with the most reading miles), whilst a ‘star reader’ prize can go to any child a teacher deems to have shown an exceptional attitude towards reading. At the end of each half term during celebration assembly, children who are selected as a ‘star reader’ receive a certificate as well as book-related prizes.


The Reading Passport has been very popular since its introduction in September, 2021, with results of the first half term now available to be seen on our display board in the school library. In total, the school accumulated a total of 29,600 reading miles! This would be enough to take our whole-school plane around the whole world once, and still have enough miles to then travel to Disneyland, Florida!