Home Reading

Home Reading

At Collingbourne C of E Primary, we are using a reading scheme called Bug Club to run alongside some of our other reading books

In Reception and Key Stage 1, Phonics Bug reading books ensure that all children who are learning to read are given decodable reading books closely matched to their phonic knowledge. The books cover a variety of fiction and non-fiction texts.

In Key Stage 2, the Bug Club reading scheme provides finely-levelled books including popular characters such as Doctor Who. There are a range of texts types to engage different interests and build reading confidence, including fiction, non-fiction, comics, plays and poetry. In Years 3 – 6, home reading books are carefully selected and organised into reading bands that broaden children’s reading experience and support age related expectations for each year group.

In addition to the new Bug Club reading scheme all of the existing fiction books will be colour coded to match the books within the scheme.


Here is a link to information on how to make the most of reading with your child.

Here is a link to information about the different book bands and what they mean.


Reading Records

Reading records are given to all children in school and should be used as a way of communicating between parents/carers and teachers about the reading ability of your child. It is important that they are in school daily to enable teachers to write in them if they need to.

Listed below are some comments which may help you when writing in your child’s Reading Diary to describe how your child has read to you at home. To build a realistic picture and encourage your child appropriately, it is essential for both parent and teacher to have an open and honest dialogue and as such, it is important to record both positive and negative comments. The statements below are just a guide; please feel free to alter the wording and write what best suits your experiences. For more information, or if you have any questions, please do not hesitate to ask.

  • Read familiar words independently.
  • Able to predict what happens next in the text.
  • Showed good understanding of the text
  • Read with good expression.
  • Worked out new words independently.
  • Worked out new words by sounding them out.
  • Discussed the story and characters well.
  • Used good spoken expression
  • Enjoyed reading this book a lot
  • Self-corrected own errors independently
  • Used the picture cues and the first sound of a word to work out words
  • Read with fluency and expression
  • Struggled to concentrate.
  • He made a number of errors because he was not looking carefully enough
  • Would not read tonight
  • Self-corrected his/her own errors
  • Found this book too hard to read
  • Able to read this book with lots of help
  • Struggled to work out a lot of the vocabulary
  • Reading sounded robotic and stilted
  • Created tension as he did not want to read
  • Did not understand what he has read
  • Could not retell the story