Reading at Wellfield

At Wellfield we believe ‘reading will’ and ‘reading skill’ are interdependent – developing a lifelong volitional will to read for pleasure will form the foundations for building the reading skills which they will need to be successful in English and across the curriculum.  We aim to enthuse and inspire a lifelong love of reading which will give them the skills to succeed in their education and beyond.  A wide variety of texts from different genres and authors are carefully selected to support and enhance topics; themes within topics are coherently developed and built on as they move up through the year groups from KS2 to KS3.

“Today a reader – tomorrow a leader”

At Wellfield, we understand the importance of fostering a lifelong love of reading. Across the school, children will be exposed to a variety of different authors and genres and be given the opportunity to study different styles and viewpoints, develop empathy through reading and develop as confident and independent readers.

Teachers at Wellfield know good READING teaching happens when: 

  • Children and teachers have lots of opportunities to read aloud both for pleasure and to support learning.
  • Children are exposed to a wide variety of texts from different genres and authors which stimulate them and challenge their views on society and the world they live in. 
  • Children are aware of different reading skills needed for different subjects and draw on these skills when required. 
  • Children demonstrate a volitional will to read.  
  • A social reading environment is created which is supported through informal booktalk and book recommendations.


How we can help children become readers? Click the video to find out more!

Reading and the 5Cs


In reading, learning builds on prior knowledge and skills.  Texts are carefully chosen which build on themes from previous years and allow children to ‘dive deeper’ as they move up through the age groups from KS2 to KS3. Texts and units are also linked to topics in other subjects.


A social reading environment will be created within classrooms to encourage informal ‘book talk’ and book recommendations. Children will be given the skills and tools to communicate and discuss their understanding of texts and its themes.  These are skills which can be applied throughout the curriculum.


Through a variety of relevant, interesting and diverse topics, children are given the chance to consider different views and perspectives. Children are given opportunities to be creative in the way they present themes from different texts. Children will use drama, freeze frames and hot seating activities to explore themes and characters of different texts. Children will be encouraged to be creative in how they share their reading for pleasure. 


Children are exposed to texts which allow them to consider their place in the world and make links with the local, national and international community and events. A social reading environment is developed both within the classroom and the wider school community.  Opportunities for informal ‘booktalk’ are widespread throughout the school: teacher-teacher, pupil-pupil and pupil-teacher.


Text choices in the English curriculum encourage children to develop empathy for different cultures and peoples, presently and in the past, and develop an appreciation for the range and diversity of authors and poets that contribute to our countries language and literature. Children will be encouraged to demonstrate their empathy compassion through a variety of written and oral activities. 

Skills Progression