Reading Intent

“There is more treasure in books than in all the pirates’ loot on Treasure Island.” Walt Disney   

 “A child who reads will be an adult who thinks.”  Sacha Salmina


Reading is at the heart of our curriculum. If children do not learn to read, they cannot read to learn. Therefore, reading really can change lives.

Great importance is placed on promoting and instilling in children a deep love of literature. We aspire for our children to be confident, independent readers, in the best place possible for their continued learning at our Junior School. Our main reading scheme is Active Learn BugClub, which includes Phonics Bug books (100% phonically decodable, matching the children’s specific stage in phonics).  Learners at Black Horse Hill follow the Letters and Sounds phonics programme, starting from Foundation 1.

Across the curriculum, children are exposed to high quality texts, and reading skills are taught explicitly in all year groups. Moreover, reading for pleasure is a cornerstone of our approach, with themed class libraries in every room.

At Black Horse Hill Infant School your child will learn to read in the following way: 

He/she will learn to:

Read letters by their phonemes (sounds)

Blend these phonemes into words

Read the words in a story

'Reading is fundamental to education. Proficiency in reading, writing and spoken language is vital for pupils’ success. Through these, they develop communication skills for education and for working with others: in school, in training and at work. Pupils who find it difficult to learn to read are likely to struggle across the curriculum, since English is both a subject in its own right and the medium for teaching. This is why the government is committed to continuing to raise standards of literacy for all.'


The reading framework Teaching the foundations of literacy July 2021


The Reading Model at BHHIS


Your child will read the same book in school from our Bug Club Reading Scheme in school 4x per week with an adult. The children read in groups and each day has a specific focus. The book they are reading will be

allocated on Bug Club on a Monday*. A hard copy of the book may also be sent home.


Daily Focus -

Day 1 – Decoding

Day 2- Fluency

Day 3 – Comprehension

Day 4 – Prosody (expression and taking note of punctuation Year 1 and Year 2)


Within each session there is a specific structure that all staff follow throughout the school.



Focus 1: Grapheme Phoneme Correspondence

Focus 2: Three/four specific words from the text on flash cards

Focus 3: Teach the children to read the tricky words in the text

Focus 4: Adult on Day 1 and 2 models reading by segmenting and blending the words on 1 or 2 pages


The Bug Club/Active Learn book will be allocated to your child on day 1 on line and hard copy of the book may also be sent home; please ensure that the book is in school every day otherwise it will affect the delivery of our reading model.




Your child’s class teacher will give you your child’s username, password and school id for you to login in to Bug Club Active Learn.


*Due to copyright some titles are not available to allocate online so a hard copy of the book will be sent home


Home Reading 

Your child will bring home two books. One is for your child to read to you. It has been carefully chosen so that they can work out the words. The other book has words that your child may not be able to read yet. It is for you to read to your child and to talk about together.


Bug Club/Active Learn Books


These are your child’s focused reading books linked to the

sessions we deliver in school.

  •  Do not read the book aloud before your child reads it to you.
  •  Ask your child to read the phonemes (sounds) and words inside the front cover before he or she reads the book.
  •  When your child reads the book, ask him or her to segment and blend out the words that he or she cannot read automatically.
  •  Don’t allow your child to struggle too much. Praise your child when he or she succeeds or for their effort.
  •  Do not ask your child to guess the word by using the pictures.
  •  Do it all with patience and love!


Reading for pleasure book 

These are an additional book that your child chooses from a selection within the classroom to share at home. These books can be changed as often as your child wishes.

  •  Read the book to your child or read parts together.
  •  Your child may be able to recognise tricky words in the book and be able to segment and blend (sounds out) out some words.
  •  Talk about the story together and consider the key characters/event/information
  •  Do not ask your child to read these books independently.




Writing Intent
“Literacy is the means though which every man, woman and child can realise his or her potential.”
Kofi Annan

Writing units are supported by high quality texts using the Read to Write scheme. Aspirational modelled writing helps provide our children with an increasingly wide knowledge of vocabulary and grammar. Each unit carefully builds on the learning of the previous one.

Before a child can write a sentence, they must be able to be speak in one and considerable emphasis is placed on thinking about an idea and saying it aloud before writing it. At Black Horse Hill Infant School, we have high standards for spoken language, and provide a language-rich environment for our learners. We strive to equip our children with the vocabulary and grammatical awareness needed to communicate their ideas effectively.

Children develop a fluent, legible handwriting style and are able to spell quickly and accurately applying their learning of letters and sounds appropriately.

Read to Write empowers teachers to provide high-quality teaching of writing through high-quality literature. These detailed units of work centre on engaging, vocabulary-rich texts, with a wealth of writing opportunities within and across the curriculum and they also signpost wider curriculum enrichments.

These units provide:

  • Clear sequential Episodes of Learning
  • Model Texts linked to writing outcomes within the unit
  • Vocabulary learning and contextualised spelling, grammar and punctuation
  • Wider reading for the wider curriculum
  • Curriculum Enrichments
  • A wealth of resources
  • Explicit links to the national curriculum

Read to Write is evidence-based teaching of writing. These units have been carefully mapped out so the entire statutory curriculum for English is covered for each year group, supporting our school to build a rich curriculum.

Phonics Intent

“Today a reader, tomorrow a leader.”      

Margaret Fuller


At Black Horse Infant School, our systematic approach to teaching phonics means we take a planned, multi-sensory, thorough approach, teaching children the simplest phonemes (sounds) first and progressing all the way through to the most complex combinations of letters. Consequently, almost all children quickly become confident and independent readers. They soon move away from the mechanics of identifying and blending letter sounds (or ‘decoding’ words) and start reading fluently and skilfully, even when they come across words they have never heard or seen before. They can also use this knowledge to begin to spell new words they hear. Children at Black Horse Hill follow the Letters and Sounds phonics programme, starting from Foundation 1 (nursery).