When the Stammer Came to Stay by Maggie O’Farrell and Daniela Terrazzini

One day, unexpectedly, Min can’t speak as she normally does. Her words stumble and trip. She’s scared, sad and confused. It feels like a creature is on her shoulder stealing her words. Her sister Bea is the only one who can help. How might Min’s life change with a stammer?

Papa’s Butter Chicken by Monica Saigal and Abeeha Tariq

Dad is making butter chicken, everyone’s favourite. Monica loves to cook with him and listen to his stories. Soon family and neighbours arrive with all sorts of yummy food. It’s a feast! We all have our favourite dishes… what’s yours?

The Lost Homework by Richard O’Neill and Kirsty Beautyman

Sonny and his family live in a traveller community. One weekend, there’s a wonderful wedding. He’s busy and happy until he realises he can’t find his homework. Sonny loves school and is worried. What will his teacher say?

Children of the Throne by Joseph Coelho and Richard Johnson

Three children meet a magic tree man. He shows them how nature is suffering as our planet heats up. Have the adults forgotten me, he cries? More children join and soon the adults decide to help. Together we can save the world.

This is Who I am by Rashmi Sirdeshpande and Ruchi Mhasane

A little girl feels connected to two beautiful worlds. India, where her parents were born; a land of sarees, dance, family and history. And England where she lives now. She says, ’this is who I am and I’m proud to be me’.

Ashford Hill Primary School, Berkshire

“Children are introduced to early reading and phonics as soon as they join the school. Staff expertly identify and address any gaps and misconceptions quickly. This means that children, including those with SEND, become confident readers. […] Reading has a high priority. Leaders make sure that pupils who need extra help with their reading are supported well and catch up quickly. Staff take every opportunity to promote pupils’ love of reading.”
School Inspection: Strong standard in five areas, Expected standard in two.
Previous Inspection: No previous inspections

Dovedale Community Primary School, Liverpool

“Reading is a strength. Pupils enjoy books and talk about them with enthusiasm. Typically, pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, are well prepared for future learning. In reading [and] writing, pupils build strong foundations on which to build further learning, as a result of consistently effective teaching. This is typically reflected in the school’s above-average published outcomes in reading and writing at the end of Year 6 and in the Year 1 phonics screening check.”
School Inspection: Strong standard in five areas and Expected standard in two
Previous Inspection: Good

Saint John Fisher Catholic Voluntary Academy, Leicestershire

“Reading is prioritised. Pupils who need more time to secure their phonics receive targeted support. Staff deliver the phonics programme with consistency and confidence. Across subjects, pupils are supported to access more complex texts and ideas. Pupils are encouraged to develop their understanding of the world through exploring and reading a range of texts and genres in the school’s new library.”
School Inspection: Strong standard in four areas and Expected standard in three areas
Previous Inspection: Good

Sidney Stringer Primary Academy, West Midlands

“Children quickly begin to learn phonics. They practise these skills regularly. This means that the majority of children learn the sounds they need to read words. Staff make sure that any gaps in children’s phonics knowledge are swiftly addressed, for example by working with these children individually at the start of the school day. […] There is a sharp focus on developing pupils’ vocabulary, communication skills [and] phonics awareness.”
School Inspection: Strong standard in all areas
Previous Inspection: Outstanding

Goldsmith Primary Academy, West Midlands

“Phonics is taught systematically, with accurate modelling and swift correction of misconceptions. Handwriting and spelling are embedded alongside phonics, and pupils build their language and vocabulary knowledge very well through structured routines and high-quality interactions. Teachers make sure that pupils with additional needs can learn very successfully alongside their peers, making effective adaptations when needed. They carefully check on pupils’ understanding so that anyone falling behind gets the support they need to catch up quickly.”
School Inspection: Exceptional in three areas and Strong standard in four areas.
Previous Inspection: Good