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Reading and Phonics


We use a systematic, synthetic phonics approach to ensure that all children develop a phonological awareness as they become confident readers and writers. This begins in Nursery and continues into KS1 and into KS2 for those children that need extra support. To teach phonics, we use Letters and Sounds with adjustments to ensure that we cover all aspects of The National Curriculum framework from 2014. Jolly Phonics and Phonics Play are some of the resources used to ensure all milestones are met securely by the end of Year 2. Once children have completed our phonics programme, reading remains at the heart of our curriculum. Reading is taught in a variety of ways including: whole class reading, guided reading in groups, comprehension lessons and specific targeted intervention work.

Reading Strategy (see our Reading Intent and Implementation in the reading list section)

ALP Reading Passports

Every child has their own passport for reading. This is linked to the ALP MAT reading passport initiative where all nine schools agreed on 100 texts across all three Key Stages for the children to read. As the children read the books, certificates and medals are awarded to encourage the love of reading.

  • EYFS
    • Teaching phonics – Children are taught Phonics Daily, using the program Jolly Phonics which supports the Letters and Sounds scheme. As children progress through the phases they are split into differentiated groups working at each child’s ability. Nursery children are also taught following the Letters and Sounds scheme of work, with cross-curricular links where appropriate.
    • Reading books linked to phonics – Each child in Reception is provided with a reading book and a reading record. Parents are encouraged to read each evening with their child. Teachers read with each child twice a week in school, where they change their book and adjust their level as needed.
    • Library sessions – Both Reception and Nursery take part in weekly library sessions, where they can take a chosen story book home. In the Nursery this opportunity is used as a connection with home, to support pre-reading skills.
    • Involvement of parents – Parents are invited to take part in a Stay and Read session every Friday morning in Reception and once a month in Nursery. This time is to encourage parents to spend a short time sharing a story with their child. For children whose parents are unable to attend, children share a story with an EYP. Parents are also provided with support throughout the year to aid their child’s development. This could be through providing resources (Such as High Frequency Words) at Parent’s evening to running workshops when necessary.
    • Reading to children – All adults working in the EYFS unit demonstrate a love of reading. Children are read to daily, by a range of different adults.
    • Support for below ARE – Children who are working below ARE receive extra support in many different ways. This involves, differentiated phonics group, small group letter recognition, speech and language support, Welcomm assessment. Parents will also be provided with further support if needed.
    • EYFS to KS1 transition – Teachers take part in transition meetings where they discuss children’s levels and abilities. The new class teacher is also provided with the child’s current book, to ensure children continue to consistently progress through the reading bands.
    • Themes linked to books – Most themes taught in Reception and Nursery are linked to a story, for example when learning about growing, we focus on the story ‘Jasper’s Beanstalk’.
    • Guided reading – Reception children take part in Guided Reading once a week. This is an opportunity for children to develop comprehension and enjoy a story with their peers. The books are levelled against where the children are at on the book bands.
    • Books in the outdoor environment – Books are put out for children in the outdoor area to encourage reading in a range of environments.
    • Quiet time – Books are also available to children during times when they may need individual space, or time away from others.
  • KS1
    • Teaching phonics – Daily systematic phonics lesson – based on LCP phonics scheme then additional resources used to enhance. Children are set to meet phonic phase needs.
    • Reading scheme – Children heard twice a week within school and reading book taken home nightly. Books changed regularly. Colour coded levels to match phonic knowledge and continue to offer challenge. Children regularly assessed and moved within the scheme.
    • Reading for KS1 SATs – Comprehension activities given throughout the year. Comprehension assessment task given once every half term. Practise SATs type questions given regularly within guided reading activities or homework. Past SATs papers used to develop confidence, familiarity and assess levels.
    • Whole class reading – Daily story time. Children choose books from class library or teacher reads a class book.
    • Home reading – Children take their reading books home nightly and should read to an adult at least 3 x weekly. Library books changed weekly and sent home. Website gives a list of suggested books to read at home.
    • Involvement of parents – Parents asked to read with their children and model reading. Parents asked to hear their child read at least three times a week and sign their reading record adding any additional comments. Parents asked to share the child’s library book with them. Local public library holds an assembly before the summer holiday and sets Summer Reading Challenge, information passed on to parents. Children transitioning to Year 2 are set a summer reading challenge and offered house points in return for reading books and filling in the card given to them.
    • Intervention support – School librarian takes small groups of 3 children at a time throughout the school year to share books, develop reading and build confidence and understanding. Feedback from these sessions is relayed to the teacher and feeds into intervention provision. Phonic interventions to support reading. Comprehension/vocabulary development interventions. Group guided reading session with CT to develop comprehension and reading skills – guided reading books used from school scheme. Class list of children who have little or no home support – targeted to be heard daily rather than twice a week.
    • Support for below Age Related Expectations – Adult targeted support within class lessons to support and develop reading and access to other areas of the curriculum. Some peer support when in paired work.
    • Assessment tracking – Regular phonic assessments. Regularly heard by class teacher and miscues, pace, intonation and comprehension assessed before moving through colour scheme. Arbor termly. Interventions reviewed half termly. SEND plans.
    • KS1 to KS2 transition – Handover meeting with new teacher – reading levels given and discussed. Children who have little or no home support are highlighted and those that need interventions are also highlighted and their needs discussed.
  • KS2
    • Continuation of phonics from Year 2 –
      • Year 3 work to fill in gaps using LSA’s
    • Free Readers –
      • Most children in KS2 are free readers – they have access to a wide range of both fiction and non-fiction books based in an extensive library.
      • Children also have access to books in their classrooms provided by the library chosen to be age related
      • Children complete a reading record at home detailing what they are reading
      • Children have the opportunity to change their book daily during lunch time but also have an allocated slot at the library where they can have assistance to choose their books.
      • School is in the process of producing a list of books that each child should try to read whilst in that year group
      • Children to be monitored in class to ensure that they are reading their book – ask children to write a brief review of their book
    • Guided Reading –
      • Children have the opportunity to read within differentiated reading books with an adult once a week during the early morning session
      • Books are both fiction and non-fiction and give children access to a wide range of books.
    • Reading for KS2 SATs –
      • Each half term children complete a reading activity to test their understanding of a text
      • These tests are in the style of SATs and give children a reading level. This enables teachers to successfully access their reading – if needed intervention can be provided.
      • The children in Year 6 have a designated reading lesson each week, focusing on the different skills required in comprehension.
      • Booster groups for reading are in place for children who are working below ARE, as well as children who are working at ARE but have been identified as needing intervention.
    • Home reading –
      • Children are encouraged to read at home.
      • School policy states that reading should take place at home a minimum of three times a week
      • Parents complete a reading record that indicates the book being read, the amount of pages being read and the child’s response to the book.
      • Support in place for children who are not always enthusiastic about reading at home
    • Involvement of parents –
      • Parents are encouraged to listen to their children read at home.
      • Parents are happy to become involved in world book day promoting books with their children.
    • Intervention support –
      • Children are given support based on their levels on Arbor.
      • Children work with an adult to read and then talk about the text, make predictions, identify new vocabulary.
    • Support for below Age Related Expectations –
      • Children who are below ARE read weekly in guided reading.
      • Work in an intervention group.
      • Read texts that will enable them to progress.
    • Assessment tracking –
      • Data for reading is taken from half termly tests.
      • Reading is recorded on Arbor every term.
      • This information allows teachers to form an assessment then provide access to an intervention group.
    • Secondary ready –
      • Children are expected to fill in their own reading record each week.
      • The children have access to a Lexile checker to help them to choose books at the appropriate level.
      • The children are expected to read at length and for longer periods, getting them ready for the expectations of Secondary School.
      • We are starting to read more subject specific texts, to aid with the transition in Secondary School and reading in subject specific lessons.

Reading Lists

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