Building readers from the very beginning
The ability to read fluently and with understanding is the foundation of all subsequent learning. A child who reads confidently at five or six has an advantage that compounds across every subject and every year of schooling. Conversely, a child who falls behind in reading at an early age faces difficulties that become progressively harder to address. That is why early intervention matters, and why I take this area of my teaching as seriously as any other.
I use the Oxford Reading Tree system, a structured phonics programme used widely in British primary schools. It introduces letter-sound correspondences systematically, building from single sounds through blends and digraphs to multisyllabic words. Each stage builds on the previous one, and the accompanying reading books provide practice material that is carefully matched to the child's current level.
Sessions with early learners are different from lessons with older pupils. They are shorter, more varied, and more interactive. A typical session might include phonics practice, shared reading from an appropriate text, a brief writing activity, and a game or activity designed to reinforce the sounds and words covered. The aim is to make reading enjoyable and to build positive associations with the activity from the outset.
I work closely with parents to ensure that progress made in sessions is reinforced at home. This includes guidance on which books to read together, how to support phonics practice without creating pressure, and what signs of progress to look for. Consistent, gentle encouragement at home makes a significant difference to the pace of a child's development.
For children who are finding reading difficult, I am patient and methodical. I revisit material as many times as needed, present it in different ways, and never allow a child to feel that struggling with reading is something to be ashamed of. Every child learns at their own pace, and my role is to find the approach that works for each one.
