Reading at Enborne


Reading transcends class, race, age, and gender. It’s a free magic carpet ride to anywhere on Earth (or beyond), at any point in time. Every child, regardless of age or ability, deserves to be able to access the written word. Readers who go on to develop a life-long love of literature not only decode, segment, and blend with ease, they have a genuine adoration for the power of prose. In order to stimulate a lasting love of reading, it’s crucial that we build a strong reading culture in schools.

At Enborne C of E Primary School reading at Key Stages 1 and 2 consists of two dimensions: 

Word Reading 

Comprehension (both listening and reading). 


It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each. 

Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school. Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. 

Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds. It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.