Member of Staff Responsible: Mrs Julie Roberts (English Lead)   

Review Date: September 2020


At Leigh St Peter’s CE Primary School, we intend to teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading, pupils will develop culturally, emotionally, intellectually, socially and spiritually. Reading enables pupils both to acquire knowledge and to build on what they already know. We aim to support our children to develop the skills of language that are essential to participating fully as a member of society.  


1.0 TEACHING AND LEARNING (See alsoTeaching and Learning policy, assessment appendix 1) 


Teachers provide a wide range of contexts for spoken language throughout the school day. All teachers and other adults in school model speaking clearly. This includes clear diction, reasoned argument, using imaginative and challenging language and use of Standard English. Listening is modelled, as is the appropriate use of non-verbal communication, respecting the views of others. Teachers are also sensitive in encouraging the participation of retiring or reticent children. 

Spoken Language outcomes are planned for in all areas of the curriculum including reading sessions. Reciprocal reading roles are shared amongst pupils such as : clarifier; predictor; questioner and the summariser. 

Learning takes place in a variety of situations and group settings. For example, these could include reading aloud as an individual, working collaboratively on an investigation, reporting findings as a newscaster, interviewing people as part of a research project, acting as a guide for a visitor to school or responding to a text in shared or guided reading. 

1.2 READING:  


At Leigh St Peter’s CE Primary School, English has a pre-eminent place within our school curriculum. A high-quality education in English will teach our pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils will have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables our pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; our pupils, therefore, receive an English provision that promotes success, confidence and personal development. 

 As a school, we will persistently strive to:   

  • Expose our children to a stimulating range of books and texts.  
  • Provide a range of reading experiences including individual, paired, shared and guided reading opportunities.  
  • Involve and encourage parents in the reading process as much as possible. 
  • Ensure reading is both structured and enjoyable.  
  • Use record keeping and regular assessment to monitor progress.  
  • Provide support for children with Special Educational Needs as appropriate. 
  • Supply engaging texts (in line with the National Curriculum) that are age related with appropriate vocabulary.  
  • Encourage independence through the development of a variety of reading skills.  
  • Challenge our children to become confident readers with a true love of books.  
  • Present reading as a lifelong skill, something to treasure and not to fear or be seen as a chore. 



As a community of readers, we expect all adults to model and communicate their love of reading. We strive to provide every opportunity for children to read independently, paired, as a group or a whole class.  


The school uses 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 each week. 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 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. 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 

At the learning to read stage, teachers and support staff listen to certain children read individually. All children at this stage will also be part of a guided reading group. The school actively promotes the support of parents in this process by hearing their child read each evening and recording this in the home-school record. Texts are chosen from the school’s graded reading scheme and are at the instructional level for each child. Book talk sessions are held in school to promote home reading.   

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 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.

A Reading scheme:  

For Early Readers this material is based around Oxford Reading Tree (ORT). Other materials and texts are also added to broaden the range of language, sentence structures and grammar that the children are exposed to. The scheme also provides engaging texts for our Developing and Fluent Readers. These texts have been carefully chosen to provide a mix of fiction, non-fiction, scripts, articles and poetry with a strong emphasis on stimulating interest and motivation for all pupils.  

Free Choice books:  

Additional books are also provided for pupils who have acquired the expected decoding skills for their age group. The texts are chosen to provide coverage of a wide range of text types, genres and poetry and to be matched to the ages and maturity of the pupils. Children are encouraged to develop their own reading tastes and to be challenged into trying new types of reading materials. Our well stocked libraries and class book corners are engaging and well organised with many topic related texts. Children are able to learn from what they read; facts and information as well as empathy for characters, situations and dilemmas that they encounter in narrative texts. Children are also directly involved in the purchase of their new books. As the children progress, they are encouraged to widen their use of books for reading for information and developing specific skills including skimming, scanning and note taking.  

Reading At Home: 

Reading at home is regarded as an important part of reading development; we expect that all children read at home at least 3 times a week.  Parents are encouraged to hear their children read regularly and respond to their child’s reading through Home-School link books.  There are reading rewards throughout the year that all children can earn by doing this.  Where this is not happening we use other adults in school to complete extra reading in school.  

Accelerated Reader: 

As a school, we have invested in Accelerated Reader. Its interactive, independent and competitive system entices individual children, classes and teachers to compete to achieve highly in reading. Upon achieving ‘Gold Band’ on the Oxford Owl Reading Tree, children will begin their journey in to Accelerated Reader. They will complete a STAR test which gives a detailed analysis of the child including a reading-age generated ZPD band score. Children then proceed to select books of their chose (within ZPD score/range) from the school library. Upon completion of the book, through independent reading, the child takes a Accelerated Reader ‘Quiz’ on class iPads. This quiz tests their comprehension of the book by asking questions relating to vocabulary, inference, prediction, explanation, retrieval and summarizing (closely linked to our VIPERS reading strategy). Children receive points linked to texts and even words read, which can be used to compete against others. A reward scheme is in place to promote and celebrate children’s progression through Accelerated Reader.   

Additionally to this, children are ranked in relation to their reading age as: RED/AMBER/GREEN. Children with a reading age well below, will be ranked as red children. These children are listened to read five times per week by an adult to boost fluency and understanding. Children who are slightly below, are highlighted as amber children. These children are listened to at least three times per week. Green children are individuals who are at or above their reading age and will be listened to read one per week. This does not include guided reading or reading within English and other curriculum lessons.  

Please see below:  

Colour  Reading Age Range  1:1 Reading Expectation 
  1 x per week 
  <1.0 RA  3 x per week 
  <1.06 RA  5 x per week 


Reading Lesson: 

At Leigh St Peter’s CE Primary School, a reading lesson takes place each and every day at 10.10am for 30 minutes. During these lessons children will participate in a range of reading activities including:  

  • VIPERS: A reading activity focusing on vocabulary, inference, prediction, explanation, retrieval and summarising. 
  • Guided Reading: A guided reading session in which the class teacher listens to children read out loud and questions the children relating to the key stage specific content domains. See below:   

Key Stage 1 

Reading Content Domains 
1a  draw on knowledge of vocabulary to understand texts 
1b  identify / explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information 
1c  identify and explain the sequence of events in texts 
1d  make inferences from the text 
1e  predict what might happen on the basis of what has been read so far 


Key Stage 2: 

Reading Content Domains 
2a  give / explain the meaning of words in context 
2b  retrieve and record information / identify key details from fiction and non-fiction 
2c  summarise main ideas from more than one paragraph 
2d  make inferences from the text / explain and justify inferences with evidence from the text 
2e  predict what might happen from details stated and implied 
2f  identify / explain how information / narrative content is related and contributes to meaning as a whole 
2g  identify / explain how meaning is enhanced through choice of words and phrases 
2h  make comparisons within the text 


  • A vocabulary activity: Children receive challenging words and use dictionaries to develop an understanding of their meaning, Children then practise spelling these words and applying them to sentences. 
  • Reading Comprehension: Children read texts/extracts and answer comprehension questions related specifically to the reading content domains.

All reading assessment information is stored in Class Reading Folders and monitored by English Lead.  

Celebrating Reading: 

At Leigh St Peter’s CE Primary School, we celebrate reading in a range of ways: 

  • Reading certificates for excellent attitude and progress when reading. 
  • Class Dojos for reading progress and attitude to learning. 
  • Accelerated Reader reward system. 
  • Special Reading Days such as World Book Day! 
  • Successful authors coming in to school to read and write with the children.

1.3 WRITING:  


Pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for composition. Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting.  


1.3.1 Teachers promote writing and look for ways to inspire and motivate pupils so that they see themselves as ‘writers’. They establish the purpose and audience for writing and make teaching objectives explicit to pupils so they know why they are studying a particular text type and what the expected outcome will be.  

We use talk for writing so that it enables children to imitate the key language they need for a particular topic orally before they try reading and analysing it. Through fun activities that help them to rehearse the tune of the language they need, followed by shared writing to show them how to craft their writing, children are helped to write in the same style. Through the use of ‘boxing up’ and the Literacy learning walls in the classroom, the children can then ‘magpie’ ideas to create their own piece of writing.  Teachers use shared and guided writing to model the writing process. These provide a context for discussion and demonstration of grammatical features at word level, sentence level and text level. These features are also discussed and practised during KS2 GPS (Spelling, punctuation and grammar) lessons.  Activities are differentiated through the use of writing frames, spelling banks, collaborative work and peer or adult support.    

The writing process is taught using a carefully planned and developmental approach to ensure children have the tools to create purposeful pieces of writing:  

  • WOW moment: Used to engage children in to a specific text, genre or unit of work. 
  • Reading Enrichment: Guided reading, reading comprehension, reciprocal reading and reading for pleasure ensures children develop an understanding and interest of the text/text type studied. 
  • Feature analysis: Children work collaboratively and independently to analyse key features, helping them to understand their purpose and impact when used effectively. 
  • Sentence Level/GPS: Specific and progressive spelling, punctuation and grammar aspects are developed during this stage. 
  • Planning: Writing is carefully planned and scaffolded to ensure secure foundations are in place before writing take place. 
  • Writing: Children write independently with the guidance of a success criteria. 
  • Editing and Re-drafting: Children respond to individual/group feedback from teachers as a result of intense marking. Children learn the skill of editing and re-drafting and as a result consolidate improvements in writing.

1.3.2 Handwriting is taught rigorously so that children use the correct letter formation from the very beginning of their time in school. As soon as the children are ready, they are taught to hold a pencil in the correct tripod grip and develop a legible and joined handwriting style. The school follows the Penpals handwriting programme. A mixture of whole class, small group and individual teaching is planned for and delivered. 

It is expected that all members of staff, class teachers and teaching assistants, model the school handwriting style when writing on the board or in children’s books. 

By the end of Key Stage 2, all children should be displaying an efficient, neat, joined legible handwriting style that is effective in recording their ideas.  Children are given a pen to use as soon as their writing meets the agreed standards within school. 

1.3.3 Spelling is taught within the English lesson or as part of a skill-based lesson.  Teachers provide a wide range of contexts for reinforcing spelling patterns and tricky words throughout the school day. All teachers use multi-sensory phonics materials based on Letters and Sounds as a basis for their planning for the teaching of spelling.  In KS2 spelling is completed during GPS lessons.  

Learning takes place in a variety of situations and group settings. For example, these could include working independently to practise tricky words, possibly using ICT; working collaboratively on an investigation and participating in short, focused whole class activities during the daily reading lesson.  


Children can: 

  • Read easily, fluently and with good understanding. 
  • Develop the habit of reading widely and often, for both pleasure and information. 
  • Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic. 
  • Develop conventions for reading, writing and spoken language. 
  • Appreciate our rich and varied literary heritage. 
  • Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. 
  • Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas. 

Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.