Literacy
Our Intent
Ofsted 2020
“Stories, books and reading are central to everything that the school does. When adults share stories, children sit enthralled. Children regularly retell these stories in their play. Children eagerly join in with well-known rhymes and refrains. They join in storytelling, adding their own ideas. Adults model a rich vocabulary throughout each and every classroom. Staff benefit from exceptional early reading training.”
Promoting a literacy rich environment is vital in developing early reading skills and here at Reddish Vale we try in every way to immerse the children in print and text. We use Nursery rhymes regularly at Reddish Vale as they are a valuable way to introduce children to new vocabulary as well as building their attention skills as a way to anticipate what happens next. We promote reading through the large selection of different types of books and print the children are exposed to. Books are in all areas of the nursery and these are linked to the areas of the room to give context and be referred to. All resources are labelled with pictures as well as key areas which help children to start to identify what print looks like. Story baskets and bags are available and these encourage the skill of reading as well as early language development. Opportunities for reading are fully promoted within the outdoor area through the use of signs and posters, plus relevant outdoor books such as minibeast non fiction. We aim for children to leave nursery with key skills that we promote such as being able to handle books correctly, choose their own favourite books, make simple predictions about characters and events, understand how to track words, talk about books in some detail, notice how stories are structured and use these in their play. All these skills are vital in children being able to build up to decoding when they reach that stage of becoming a reader.
Mark making opportunities are everywhere at Reddish Vale Nursery, both indoors and outdoors. There are a variety of tools provided indoors to allow children to experiment with mark making in a way that they are comfortable and confident. The areas of continuous provision are enhanced with ‘trugs’ of mark making equipment so that mark making is purposeful and linked to children’s play. Outdoors opportunities for mark making are enhanced with resources such as clipboards, paintbrushes with water, large chalks and sticks (for example for making marks in ice). At this Nursery we recognise the importance of developing gross and fine motor skills as a precursor to making marks.
Young children need to be listened to by attentive adults who recognise and value children’s choices. They need enjoyable, playful opportunities of being included and involved in the literacy practices of their home, early years setting, and community environments. They need experiences of creating and sharing a range of texts in a variety of ways, with different media and materials, with adults and peers, both indoors and outdoors, as well as learning about using different signs and symbols, exploring sound and developing alphabetic and phonetic skills..” Birth to 5 matters – Non statutory guidance for the Early Years Foundation Stage
Implementation and impact
2 year old provision
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Implementation |
Impact |
Adaptations |
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Sharing stories and books are part of the daily routine. |
Regular exposure to books and stories lays the foundation for literacy skills. Young children learn about concepts such as print awareness, book handling, and the structure of stories, which are essential for later reading and writing development. |
Use of Makaton and visuals Wide range of songs Songs in different languages/ cultures Symbolic representation of words Modelling adapted to each child Objects of reference used One page profiles as a communication passport SALT advice followed for specific children.
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Adults use props, puppets and story sacks within their storytelling |
Story sacks and props capture the attention and imagination of children, making storytelling more interactive and engaging. When children can see, touch, and manipulate props related to the story, it helps them connect with the narrative on a deeper level. Children therefore gain a deeper knowledge of the language and structure of stories. |
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Books are always available and linked to the continuous provision |
By making books available in continuous provision, children can choose what they want to read and when they want to read it. This autonomy promotes independence and self-directed learning as they explore books based on their interests and preferences. |
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Reading areas are accessible within the indoor and outdoor spaces |
Having reading areas both indoors and outdoors in the EYFS supports children's literacy development, fosters a love for reading, accommodates different learning styles, connects children with nature, promotes physical activity, expands learning opportunities, and encourages flexibility and choice in their learning environment. |
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Adults look for opportunities to promote role play. |
Role play provides a dynamic and interactive way for children to engage with reading material, fostering deeper comprehension, vocabulary development, critical thinking, and emotional engagement with texts. |
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Adults provide mark making opportunities indoors and outdoors |
Offering mark making opportunities in both indoor and outdoor environments provides children with a diverse range of experiences. Indoor spaces typically offer controlled environments with easels, and various materials, allowing for focused and detailed mark making. On the other hand, outdoor environments offer different textures, surfaces, and scales, encouraging exploration and experimentation with mark making on natural surfaces like sand, dirt, leaves, or trees. Children develop their confidence in mark making through the use of different media and resources. |
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Adults understand that development of gross and then fine motor skills is a precursor to mark making. |
Adults provide children with opportunities to develop these skills, particularly with reluctant mark makers. Upper body strength is developed through climbing, ball play and balancing activities. Fine motor control is developed through threading, playdough, tweezers and use of scissors. Children are therefore physically able to handle mark making equipment. |
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Children are exposed to a range of texts alongside core books |
Different texts provide opportunities for children to develop various literacy skills, including decoding, fluency, and comprehension. Exposure to different formats, such as picture books, chapter books, and informational texts, helps children build a strong foundation for literacy. By making the reading experience enjoyable and diverse, children develop positive attitudes toward books and learning. |
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Children are exposed to a range of Nursery rhymes and songs |
Nursery rhymes often feature repetitive patterns, rhyming words, and rhythmic structures, which help enhance a child's language development. Exposure to these elements can improve vocabulary, phonemic awareness, and overall language skills. Listening to and singing nursery rhymes can contribute to the development of cognitive skills such as memory, attention, and pattern recognition. The predictable nature of many nursery rhymes helps children anticipate what comes next, fostering cognitive abilities. |
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Adults use Makaton, gestures and visuals to support understanding |
Incorporating multiple communication modalities supports inclusive communication by accommodating diverse needs and abilities. It ensures that information is accessible to a broader audience. Visuals and gestures provide additional non-verbal cues that facilitate social interaction. |
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Adults support children to tune into sounds |
Being attuned to sounds contributes to social development, as children learn to listen and respond to others in conversations. Understanding and interpreting non-verbal cues through sound, such as tone of voice or laughter, is crucial for effective social interactions. |
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3/4 year old provision
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Implementation |
Impact |
Adaptations |
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Environmental print is everywhere and resources are labelled with pictures and words |
Environmental print serves as an introduction to reading and writing. When children see familiar logos, signs, or labels, they start to recognise that print carries meaning. This recognition can lay the foundation for later literacy skills. Interacting with environmental print helps children develop print awareness, which includes understanding the basic features of written language, such as directionality, spacing between words, and the distinction between letters and words. |
Use of Makaton and visuals Wide range of songs Songs in different languages/ cultures Symbolic representation of words Modelling adapted to each child Objects of reference used One page profiles as a communication passport SALT advice followed for specific children.
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Displays include photos of children with accompanying text e.g. through speech bubbles |
Speech bubbles provide opportunities for children to engage with written language in a context that is familiar and relevant to them. By seeing words presented in speech bubbles alongside illustrations or photographs, children can begin to associate written words with spoken language, supporting their early literacy development. |
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Relevant key words are displayed in the areas of continuous provision with accompanying graphics. Where possible real print is used for example the packaging in the role play area. |
Displaying keywords helps to reinforce vocabulary and language skills. When children see and interact with words related to the activities or materials in their environment, they are more likely to learn and remember them. |
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Group areas use visual timetables and visuals and text for emotional regulation |
Visual timetables provide a visual representation of the schedule or tasks, which can help reinforce the connection between written words and their meanings. When children see the written words accompanied by corresponding images or symbols, they reinforce the association between the text and the activity, aiding in reading comprehension. |
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The writing area is well resourced and includes alphabet mats, graphemes, a wonderful work display, different types of paper and writing materials. |
Writing involves intricate hand movements and control. Providing opportunities for children to manipulate writing tools such as pencils, crayons, and markers helps develop their fine motor skills, which are essential for writing readiness. |
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Phase 1 phonics is taught through group times and in the continuous provision. |
Phase 1 phonics emphasises phonemic awareness, which is the ability to recognise and manipulate individual sounds (phonemes) in spoken words. Children learn to distinguish between different sounds, identify rhymes, and break words into smaller phonemic units. This skill is fundamental for understanding the sound structure of language. Phase 1 phonics encourages active listening skills. Children engage in activities where they listen to environmental sounds, instrumental sounds, and spoken words. This helps them develop concentration, auditory discrimination, and the ability to focus on specific sounds within a noisy environment, all of which are essential for effective communication. The activities in Phase 1 phonics promote oral language development. Children are encouraged to express themselves verbally, describe sounds they hear, and participate in discussions about various topics. Developing strong oral language skills lays the foundation for effective communication in both speaking and listening. |
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Storytime is daily and children are encouraged to act out stories |
Regular exposure to books and stories lays the foundation for literacy skills. Young children learn about concepts such as print awareness, book handling, and the structure of stories, which are essential for later reading and writing development. |
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There are a variety of books in the provision including fiction, non-fiction and poetry |
Exposing young children to a variety of texts, including non-fiction and poetry, is essential for their holistic development, fostering language skills, critical thinking abilities, creativity, empathy, and cultural awareness. It lays the foundation for a lifelong love of reading and learning. Exposure to different formats, such as picture books, chapter books, and informational texts, helps children build a strong foundation for literacy. |
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Story sacks and story shelves are used to enhance the reading areas. An outdoor story hut encourages reading outdoors as does the storytelling circle. |
Story sacks and props capture the attention and imagination of children, making storytelling more interactive and engaging. When children can see, touch, and manipulate props related to the story, it helps them connect with the narrative on a deeper level. Having reading areas both indoors and outdoors in the EYFS supports children's literacy development, fosters a love for reading, accommodates different learning styles, connects children with nature, promotes physical activity, expands learning opportunities, and encourages flexibility and choice in their learning environment. |
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Each group area has a selection of core books |
Exposure to core books introduces children to concepts such as print awareness, phonics, and story structure, laying the foundation for literacy development. Through repeated readings and interactions with books, children begin to understand how stories are organised, recognise letters and words, and develop early reading skills. |
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Staff use Makaton, gestures and visuals to support spoken language. |
Incorporating multiple communication modalities supports inclusive communication by accommodating diverse needs and abilities. It ensures that information is accessible to a broader audience. Visuals and gestures provide additional non-verbal cues that facilitate social interaction. |
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Coat pegs are named and children self-register with name cards |
Self-registration in the EYFS supports literacy by providing opportunities for name recognition, letter and sound recognition, fostering independence and confidence, establishing routines, promoting social interaction, and developing fine motor skills. |
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Parental engagement is encouraged through the shared reading scheme
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When parents model a love for reading and make it an enjoyable activity, children are more likely to develop a lifelong love for reading themselves. Reading with parents is a valuable activity that not only promotes literacy but also strengthens the parent-child relationship and supports holistic child development. |
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Mark making opportunities are linked to children’s interests and available across continuous provision |
Engaging in mark-making activities helps children develop pre-writing skills, such as hand-eye coordination, spatial awareness, and understanding of shapes and lines. These skills are fundamental for later learning to write. Mark-making fosters creativity and imagination as children explore different materials, techniques, and ways of representing their ideas. It encourages them to think outside the box and experiment with new ideas and concepts. |
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Learning stories are shared with the children. |
Learning stories are relevant to children’s interests. They therefore relate more closely to the events, which enhances their understanding and retention of the story content. This relevance can also stimulate discussions and reflections, further deepening comprehension skills. |
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Treasure hunts take place in the outdoor area |
Treasure hunts can introduce new vocabulary related to the theme of the hunt or the objects/items children are searching for. Exposure to new words in context helps to expand children's vocabulary and understanding of language. Treasure hunts also involve children writing their own clues or keeping a record of the items they find. This provides opportunities for children to practice their emergent writing skills. |
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Letters and text are displayed outdoors as well as indoors e.g. the alphabet snail, insect information sheets, recipes in the mud kitchen, wooden signs |
Environmental print serves as an introduction to reading and writing. When children see familiar logos, signs, or labels, they start to recognise that print carries meaning. This recognition can lay the foundation for later literacy skills. Interacting with environmental print helps children develop print awareness, which includes understanding the basic features of written language, such as directionality, spacing between words, and the distinction between letters and words. |
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Adults encourage children to retell stories through role play. Role play is also encouraged outdoors e.g. through the stage area, the cafe |
Role play provides a dynamic and interactive way for children to engage with reading material, fostering deeper comprehension, vocabulary development, critical thinking, and emotional engagement with texts. |
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Tales toolkit is used in Nursery to promote creativity in story telling |
Tales Toolkit is an educational resource designed to support literacy and storytelling skills in young children. It focuses on empowering children to create and tell their own stories using a simple structure and engaging tools. Oral storytelling helps children build vocabulary, improve sentence structure, and understand language patterns. |
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Adults model writing such as scribing children’s stories or using writing in play. |
Adults show children that writing has practical purposes, such as making lists, writing letters, or labelling objects, helping them connect writing to everyday life. Adults demonstrate correct pencil grip, letter formation, and writing direction (left to right, top to bottom), setting a strong foundation for fine motor skills. Children therefore learn that writing is a way to express ideas, share thoughts, and communicate with others. |
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Children are encouraged to use reading skills in practical activities such as recipes for baking, following instructions, map reading and designing models. |
Practical activities expose children to specific vocabulary in meaningful contexts, helping them understand and retain new words. This helps children grasp the meaning of words and sentences, as they see immediate, tangible outcomes. |
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Adults understand that development of gross and then fine motor skills is a precursor to mark making. |
Adults provide children with opportunities to develop these skills, particularly with reluctant mark makers. Upper body strength is developed through climbing, ball play and balancing activities. Fine motor control is developed through threading, playdough, tweezers and use of scissors. Children are therefore physically able to handle mark making equipment. |
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Knowledge and skills progression in Literacy
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Knowledge and skills progression in the 2s Emerging
Developing
Secure
Develop play around favourite stories using props |
Knowledge and skills progression in the 3s and 4s Emerging
Developing
Secure
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Our Core Books
At Reddish Vale Nursery, we have a selection of core books, which are in our reading areas and our key worker baskets. The books are read throughout the year to help the children:
- Be exposed to then later apply new vocabulary (click to find out more):
We're Going on a Bear Hunt, The Gruffalo, Lima's Red Hot Chilli, The Family Book, Each Peach Pear Plum, Dear Zoo, Goldilocks and The Three Bears, The Very Hungry Caterpillar
- Learn about structure and grammar
- Embed new ideas
- Build their comprehension skills and their ability to answer higher order questions
- Develop their phonics skills, including rhyming
- Know a bank of storylines to support their development of imagination and retelling skills
Nursery Rhymes
We love to sing nursery rhymes at Reddish Vale Nursery. Nursery rhymes are really important because they:
- Introduce new words
- Help children recognise the sounds in words
- Teach where words begin and end in sentences
- Boost fine and gross motor skills
- Are great for developing other life skills, like maths
- Build emotional awareness
- Strengthen the bond between you and your child
Shared Reading Scheme
Every child has a 'Shared Reading' folder. They can choose a story from the book case in the Reception area to take home and read with their grown ups. Once they have read the story, they can swap the book for another one.
Reading with your child helps their development as it:
- Develops their vocabulary and communication skills
- Stimulates their creativity and imagination
- Helps foster a lifelong love of reading
- Is special time to bond with your child
- Helps them understand the world around them
- Can help children understand and name their feelings and emotions