Intent

Curriculum design, coverage and appropriateness 

The intent behind our approach to Reading is: 

• To promote a love of reading , through teacher knowledge of high-quality texts used across the curriculum. 
• For children to obtain a word reading knowledge alongside comprehension skills in order to navigate texts and deepen their understanding of the world.
• To ensure that every child learns to read to a high standard of fluency and understanding, regardless of their background, needs or prior attainment. 
• Close the ‘word gap’ by expanding pupils' vocabulary, deepening their understanding of the texts they are reading and widening their use of spoken language.   

Implementation 

Curriculum delivery 

Teaching (pedagogy) 

Assessment (formative and summative)  

Reading is implemented through a holistic approach, whereby children are reading across the curriculum.  Children read every day, with the opportunity to read individually, in pairs and in small groups as part of a whole class session. Children have a broad and balanced reading diet, and are exposed to a range of genres and authors.

Our Whole-class reading approach provides a clear structure and sequence, allowing our children to frequently access all reading domains.
Children are exposed to a broad range of genres and authors both ‘Old and Gold’, and 'New and Bold’, allowing our children to become ‘Rounded Readers’.

Impact 

Attainment and progress (including national tests and assessments) 

 The impact of our approach to Reading is that children are excited to read and frequently recommend and talk about their favourite authors and texts. 

Intent

Curriculum design, coverage and appropriateness 

The intent behind our phonics approach is to: 

• Deliver a high-quality systematic synthetic phonics programme of proven effectiveness, followed with rigour and fidelity so that children are taught consistently to use phonics as the route to reading unknown words. 
• Ensure pace of the phonics programme is maintained through high quality teaching and same day intervention, so that children become confident, fluent and independent readers. 
• Ensure children’s reading books show a cumulative progression in phonics knowledge that match the grapheme-phoneme correspondences they know to support decoding skills, building fluency. 

Implementation 

Curriculum delivery 

Teaching (pedagogy) 

Assessment (formative and summative)  

We teach phonics using Little Wandle. More information can be found here:

Impact 

Attainment and progress (including national tests and assessments) 

The impact of our consistent and systematic teaching of our phonics programme is that children become fluent and confident readers by the end of KS1.