Kobi Nazrul - Primary School

Reading and Writing


Phonics Schemes in EYFS and KS1

  • Phonics is taught in differentiated groups from EYFS to Key Stage 1 using an adapted version of Tower Hamlets ‘Letters and Sounds.’
  • Children who do not achieve the required phonics skills by Year 2 will continue with additional phonics learning in Year 3.
  • Direct Phonics is used as an intervention programme for those who cannot access Letters and Sounds.

Reading Schemes in KS1

  • Guided reading takes place for 30 minutes daily across the school. We follow the book band system and have a range of fiction and non-fiction texts from a variety of
  • Children working at a phonics level, use Phonics Bugs guided reading to support reading before moving onto banded books
  • EYFS, KS1 and children in KS2 reading well below age related expectations have access to phonics

Reading accross the School

  • Daily story time across the school is when children read class novels. This provides opportunities for children to be exposed to a range of age related texts. We focus on ‘Book-talk’ which develops children’s ability to talk about books, developing the confidence to offer ideas. It helps children to trust their own ideas and interpretations, to talk effectively about a book, deepening their understanding, shifting their ideas, thinking together as a group and moving comprehension forwards.
  • Shared reading of a key class text, which focuses on key features of the text type being studied in literacy, writer’s use of language, reading as a reader and reading as a writer.
  • Weekly timetabled slots in the school library
  • Book fairs, author visits and competitions
  • Celebration of key reading events such as World Book Day
  • Reading journals – it is school policy that children read every night and keep a record of this in a log which is signed by parents.
  • Children take home two-three books, which they choose from their class book area. These are banded by colour and the class teacher will determine when children are ready to move from one band to another
  • Please use the documents below to help with home reading:

Home Reading Questions EYFS and KS1

Home Reading Questions KS2


Literacy skills are essential to our ability to communicate effectively. Our aim is to equip all children with the speaking, listening, reading and writing skills to enable them to become confident communicators. This will empower children to take charge of their own learning, be creative and imaginative.


Writing is structured around two areas: transcription (spelling and handwriting) and composition (articulating ideas and structuring them in writing).



  • Handwriting based on Nelson Thornes taught from Year 1-6.
  • Handwriting is taught in 2 x 15 minute slots per week and expected to be applied in all subjects
  • Handwriting is modelled by all teachers and TAs as well as in print around the school in displays.


  • Shared writing is used as an opportunity for teachers to model and discuss spelling strategies.
  • A detailed spelling programme is provided for every year group which outlines specific rules to be taught. From EYFS – Year 1 spelling is taught daily through phonics. From Year 2-6 spelling is taught three times a week through Support for Spelling.
  • Spelling is set as part of homework each week across the school and children have a spelling test once a week


Talk for Writing

We follow the Talk for Writing approach which enables children to imitate and explore the key language they need for a particular topic orally before they start writing. Children are provided with a range of fun activities to first rehearse the tune of the language they need, before being shown how to craft their writing in the same style.

Modelled writing

Writing is modelled by teachers to demonstrate a range of skills, processes and procedures. By ‘thinking aloud’ as they write, teachers give children insights into the writing processes writers use to compose text, as well as provide them with a completed text which can serve as a model for the students’ own writing.

Children then have the opportunity to see that all of the below are important aspects of writing:

  • to plan before writing
  • to develop ideas
  • to edit and proofread
  • to aim for standard spelling and conventional grammar

Shared writing

Shared writing is: "a blend of demonstration and participation, enabling children to understand what being a writer means." The whole class contribute to creating a piece of written work together, through oral work, writing ideas on mini whiteboards or taking part in  drama activities.

Guided writing

Guided writing involves a teacher working with a group of learners on a writing task. The aims of the task are to support learners and help their progression based on previous learning about the writing process.


Our literacy curriculum contains three poetry units a year whereby children are taught the skills of reading and writing poetry.

  • Children read and perform poems from heart in every year group as part of performance poetry
  • There is an extended poetry library in book corners for children to choose from.
  • Children will be given a regular diet of poetry in literacy starters using Pie Corbett’s 'Jumpstart Poetry' book, for example
  • Children’s poetry is submitted to poetry competitions in the hope of being celebrated in published anthologies.