"We shouldn’t teach great books we should teach a great love of reading"
- B.F. Skinner


Our Reading Vision Statement:

We believe that reading is a vital skill that will support children’s learning across the whole curriculum. As a school, we ensure that our children are taught to read with fluency, accuracy and understanding through a variety of discreet and cross-curricular learning opportunities. Above all, we want children in our school to become enthusiastic, independent and reflective readers. We want ALL children to enjoy and love reading.

The development of reading cannot be seen in isolation from writing, speaking and listening/drama. The best readers are the best writers – we read as writers and write as readers! Strategies for writing, speaking and listening/drama therefore form an integral part our planning and teaching.

In our school, we strive to give pupils a stimulating environment, where reading materials are presented in an attractive and inviting way. Furthermore, within English lessons we create an environment that stimulates the generation of ideas from texts where all ideas are accepted and valued. Teachers act as role models in their enthusiasm for both reading and writing by keeping up to date with current children’s literature.

Our Aims for Reading:

We will develop children’s reading within an integrated programme of writing and speaking and listening/drama.

  • To instil children with a love of reading that lasts for their lifetime, share with them an enthusiasm for children’s literature and help children to recognise the value of reading as a life skill.
  • Encourage children to become enthusiastic and reflective readers by introducing them to good quality books, from a variety of cultures and in a range of different styles and formats.


We use synthetic phonics to teach reading.  Daily phonics sessions follow a very structured format. Children are also taught to read and spell words from the National Curriculum and are tested on these. The structured sessions include handwriting and revision of a previous spelling pattern, learning to read new words, including those words in dictated sentences and developing memory skills to aid retention of new words. Phonics application and progress is tracked throughout the school and smaller teaching groups and fluid groupings allow for children to make accelerated progress.

Guided Reading:

Guided reading is used throughout the school as a key teaching strategy.  Teachers and Teaching Assistants will work with each guided reading group every week, or guided reading will take place as part of a whole class activity.  The sessions are well planned and cover a range of Assessment Foci and Reading Domains.  Groupings remain flexible and are constantly adapted to the needs of the children within the group.

Guided reading will be used to:

  • Teach to the group’s learning targets and needs.
  • Teach reading strategies and provide an opportunity for pupils to practise their reading skills independently.
  • Provide a context for pupils to share responses and understanding of different text types and genres with others.
  • Explicitly support pupils in their application of comprehension strategies.
  • Monitor the comprehension and application of reading skills of individuals.
  • Collect evidence to inform next steps and future sessions.

Individual Reading:

Throughout Key Stage 1 and Lower Key Stage 2, children’s reading is continually assessed and all children are given a book banded book appropriate to their level of reading and comprehension.  In Upper Key Stage 2, class teachers will assess children and decide whether they are able to choose their own book to read or stay on relevant book banded books.  Staff will listen to all children read when using the book banding scheme.  Parents are encouraged to listen to their children reading regularly and record this in their child’s reading record book.

Individual reading will be used to:

  • Teach reading strategies and behaviours at the instructional level of the child;
  • Provide a context for the teacher to teach high frequency words, decoding skills, use of picture clues and use of context to support prediction.
  • Provide an opportunity for the child to practise her/his decoding skills;
  • Explicitly support the child in her/his application of comprehension strategies;
  • Monitor the comprehension and application of reading skills of the individual child.

Shared Reading:

Teachers take every opportunity to shared read with a class or group. They demonstrate how to read a wide variety of different genres and text types and show that reading is a pleasurable and informative experience.

  • Shared reading gives access to challenging texts for all pupils and provides a secure environment for learning to read.
  • It provides a context for explicit teaching about reading and enables teachers to model the skills and strategies used by effective readers.

Independent Reading tasks

Teachers set reading tasks for pupils that require them to read without teacher support. Some of these tasks might require a written response.

Independent reading will be used to:

  • Promote enjoyment of reading.
  • Develop and consolidate comprehension skills.
  • Provide a meaningful context for the application of reading skills and knowledge.

Reading at Home:

Reading improves with practice, so regular reading at school and home will help your child to become a better reader. Please see our Reading At Home leaflet designed to help you with reading at home. Find a quiet 10-15 minutes most days for your child to read with you. Reading is not just about decoding (working out the words) as understanding the text is equally important. Therefore, it is important that you discuss the text with your child.  This is especially necessary as your child progresses and reads books more independently.