Intent

The aim of our reading curriculum is to:

• Equip children with the skills to become confident, fluent and engaged readers.
• Enable children to become familiar with a wide range of texts, genres, authors.
• Children learn to read so that they can read to learn and access the wider curriculum and apply these skills to the wider world.

How does our Reading curriculum link with our school values?

 We develop tolerance and respect by reading about different cultures.

 We challenge ourselves in reading and persevere when we find things difficult. 

 We read challenging texts developing our stamina and a love of reading.

 We read to learn about other people and to learn more about ourselves. We develop compassion this way.

Reading at Holy Family

At Holy Family, Reading is key priority within our curriculum. We aspire for all of our children to leave in Year 6 with the key skills necessary to be competent and confident readers. 

Phonics

We deliver consistent, systematic, progressive and high-quality phonics teaching from the start of EYFS- Year 1. As a school, we follow Little Wandle Letters and Sounds as our phonics scheme. This scheme is validated by the Department of Education and follows an evidence-based structure.

Please see our Early Reading and Phonics page for further details

Teaching Reading

As our children progress through the Little Wandle phonics scheme they are taught to read through our reading practise sessions (see below). As they exit the Little Wandle scheme, the children continue to be taught to read fluently in small groups using our book banded books. As they move into KS2, our children continue to be taught to read in whole class sessions. In KS2 those children identified as working towards expectations will have well-planned provisions to suit their needs, there is provision in place for some of these children to continue working on the phonics programme where needed. 

What is covered within our whole-class reading sessions?

• Draw on knowledge of vocabulary to understand texts (Vocabulary)
• Identify/explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information
• Identify and explain the sequence of events in texts
• Make inferences from the text (using reasoning skills to interpret beyond the literal).
• Predict what might happen on the basis of what has been read so far
• Deduction – coming to a logical conclusion from the information/evidence available (inference)
• Skimming and Scanning

Story time

We recognise the value of reading to children and this dedicated time allows our children to experience and enjoy high-quality literature. This time allows us to share a love of reading and exposes children to texts they might not choose independently. We use a variety of picture books, poetry, longer fiction and non-fiction to mirror the wider world of literature. Where opportunities arise, we encourage comprehension and discussion.

Celebrating reading

We celebrate special events, such as World Book Day with a new focus each year e.g. dressing up as a word and decorating classroom doors. We hold regular book fairs, which are always a popular event! The book fairs also help to fund the cost of purchasing new and exciting books for our library and reading areas. 

Reading environment

Children regularly visit our beautiful school library. In our library, we ensure that we have a range of high-quality literature, including; poetry, picture books (for all ages), fiction, classics and non-fiction. Children are encouraged to take home one reading book and one sharing book each week to develop their love of reading.

There is a reading area within each classroom so that the children have access to books during the school day. 

Assessment in Reading

Our Reading curriculum is continually evolving, informed by:

• Teacher and pupil feedback
• Attainment and progress data
• Insights from benchmarking and networking with other schools
• Emerging educational research and best practice

We are committed to ensuring our assessment approach remains relevant and effective.

In Key Stage One:

• Regular phonics assessments to track progress and inform grouping
• Use of Little Wandle assessment tools
• Termly comprehension checks using age-appropriate materials
• Statutory Phonics Screening Check at the end of Year 1 (with recheck in Year 2 where necessary)
• Ongoing teacher assessment through guided and independent reading observations

In Key Stage Two:

• Termly reading comprehension assessments using standardised materials
• Ongoing formative assessment during Reading Skills sessions
• End-of-Year summative assessments, including statutory KS2 Reading SATs in Year 6
• Use of question-level analysis to identify strengths and next steps
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Assessment outcomes are reviewed by the English Lead, Assessment Lead, and Senior Leadership Team to ensure:

• Early identification of pupils requiring intervention
• Targeted support for both struggling and higher-attaining readers
• Progress tracking for key groups, including SEND and Pupil Premium pupils

How do we support children with SEND?

At Holy Family, our aim is for all children to have access to a broad and balanced curriculum that meets their educational, emotional, social, and spiritual needs. Every child receives Quality First Teaching. Where pupils who have identified SEND or are in receipt of Pupil Premium funding, may access work that is additional to and different from their peers, enabling them to fully engage with the curriculum.

We recognise that reading unlocks access to the rest of the curriculum, so we are relentless in closing the gap between our lowest-attaining readers and their peers.

Lowest 20% of Readers in Early Years:

• Progress is closely monitored; any child at risk of falling behind receives targeted support such as additional phonics practice, 1:1 reading, and language enrichment activities.
• Staff work closely with the SEND team to adapt provision and provide specialist resources where needed.

Lowest 20% of Readers in KS1:

• Daily phonics and reading practice
• Additional 1:1 sessions
• Progress monitored half-termly (or sooner if needed) via online assessments
• Speech and Language Therapy (SALT) interventions where appropriate
• Spotlighting in Pupil Progress Meetings and SLT monitoring
• SEND adaptations where required
• Progress tracked closely by English and Assessment Leads

Lowest 20% of Readers in KS2:

• Daily or frequent reading with a dedicated adult
• Small-group boosters following the Little Wandle scheme or other evidence- based interventions
• Bespoke phonics or reading schemes when appropriate
• SALT interventions where needed
• Spotlighting in Pupil Progress Meetings and SLT monitoring
• SEND adaptations where required
• Close monitoring by English and Assessment Leads