Hillingdon Manor School, Middlesex
“Reading is a high priority across the school. Pupils’ reading knowledge is checked on entry to the school and personalised support is put in place. This includes a tailored phonics programme and effective electronic and visual communication strategies. This is taught well. […] Staff select texts skilfully to broaden pupils’ ideas, vocabulary and understanding of diversity. Those who are at the earliest stages of learning to read get the help they need to catch up quickly.”
School Inspection: Good in all areas
Previous Inspection: Good
The Canons C of E Primary School, Warwickshire
“Reading is at the heart of the school’s curriculum. Children in Reception start
learning phonics on day one. No time is wasted. Staff are astute and responsive. They make relevant adjustments and provide additional support to ensure that no child falls behind. This rapid response leads to almost every pupil reaching the
expected standard for their age by the end of Year 1. Pupils read books matched to
the sounds they learn. This helps them to become fluent readers.”
School Inspection: Outstanding in all areas
Previous Inspection: Outstanding
Moorfield Primary School, Shropshire
“Reading has a high profile. Expert staff ensure that children in the Reception class and pupils in key stage 1 learn to read very well. They do so with confidence, fluency and a secure understanding of what they have read. Pupils practise reading books that are matched well to the sounds they know. The school ensures that pupils who are at risk of falling behind are supported to catch up quickly.”
School Inspection: Outstanding in all areas
Previous Inspection: Outstanding
Ava and the Acorn by Lu Fraser and Paddy Donnelly
Ava and grandad’s favourite oak tree changes each season. Buds in spring, bees and beetles in summer. When the oak tree dies, grandad says; ‘the acorn was part of that tree in the same way that you’re part of me’. A small part of all of us always lives on.
Two People Can by Blessing Musariri and Maisie Paradise Shearring
Shingai’s dad doesn’t live with him anymore and he misses him. He feels a jumpiness inside and does wild things. Then, mum starts doing wild things too. They are both sad but begin to realise they can do fun things together. Two people is a good number.
When You Joined Our Family by Harriet Evans and Nia Tudor
Sometimes a child joins a new family. The parents celebrate their new child, keep them safe and take care of them. They learn about each others’ stories and make new traditions together. After all, ‘it is the love in our hearts that binds us together’.
Terrible Horses by Raymond Antrobus and Ken Wilson-Max
A brother and sister do not always get along. In fact, they fight and do not use their words. The boy writes stories about how lonely he feels. His sister reads them and begins to understand her brother. Maybe she feels this way sometimes too?
Halima, Superhero Princess by Emily Hoof and Asa Gilland
When Halima’s friends say she can’t go to a fancy dress party as her favourite person because she doesn’t look like them, she feels sad and small. Her mum reminds her of all the amazing women who look like her. Who will she dress up as? Find out Halima’s great idea!
Orrell Lamberhead Green Academy, Lancashire
“The school has successfully prioritised a love of reading. Pupils of all ages speak excitedly about their favourite stories and the regular visits from a local author. From the early years onwards, staff enthusiastically share stories and rhymes with children to develop their language skills. Staff are remarkably skilled at delivering phonics lessons. If pupils need additional support, they are given prompt help to enable them to catch up quickly. The majority of pupils become confident and fluent readers by the end of Year 2.”
School Inspection: Outstanding in all areas
Previous Inspection: Not previously inspected
Bude Primary Academy – Juniors
“Reading is prioritised highly. High-quality texts underpin the curriculum. The school has established a robust reading programme. Pupils learn to read rapidly as a result. Staff use timely checks to identify pupils who do not have secure phonic knowledge. They then provide targeted, effective support to ensure pupils catch up. As a result, pupils learn to love reading, including those who find it tricky.”
School Inspection: Good in all areas
Previous Inspection: Requires improvement