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In the Foundation Stage, the teaching of reading is based on the area of learning Communication, Language and Literacy in The Early Years and Foundation Stage (EYFS).   Children also work specifically on developing reading skills and blending and segmenting sounds.

In Key Stage 1 and 2 the teaching of reading is based on the 2014 National Curriculum for English

Reading skills are taught through 1:1 reading, small group teaching and whole class teaching. All children have the necessary support to develop and progress.

Guided reading, in which children work in a small group with the teacher, allows focus on specific skills. Other groups focus on reading related activities.

Reading is taught using a book banding approach. Children choose their own books from colour-coded bands, progressing at the correct pace for them individually. Oxford Reading Tree is the main reading scheme, supplemented by a variety of other books from a range of sources. Children are given the opportunity to use and build their phonic skills. Through discussion of their reading books, they are encouraged to develop their comprehension skills.

Children choose books from the scheme to read at home. Parents are encouraged to discuss the text and ask questions about the content. It is crucial that children, as well as mastering their ability to decode, develop their ability to read with understanding. The acquisition of comprehension skills is key to becoming an established reader. Reading at home offers an excellent opportunity to support this.

Progression of Reading

Reception and Year 1

·         Apply phonic knowledge and skills in order to decipher words.

·         Learn to sound and blend unfamiliar words, quickly and accurately

·         Cover new grapheme-phoneme correspondences (GPCs)

·         Practise accurately reading aloud books consistent with their developing phonic knowledge

·         Hear, share and discuss a wide variety of high-quality poems, stories and non-fiction

Year 2

·         Continue to apply phonic knowledge and skills in order to decipher words

·         Establish accurate and speedy word-reading skills, embedding automatic decoding

·         Be secure with common exception words, noting unusual correspondences between spelling and sound

·         Listen to, discuss and express views about a wide variety of poetry, stories and non-fiction at a level beyond those that they can read independently

Lower Key Stage 2

·         Apply their growing knowledge to read aloud and to understand the meaning of new words

·         Develop positive attitudes to reading through listening to and discussing a wide variety of books, including non-fiction and reference books

·         Use dictionaries to check the meaning of words that they have read

·         Prepare poems and play scripts to read aloud and perform to show understanding

Upper Key Stage 2

·         Be able to read aloud a range of poetry and books at an age appropriate level

·         Read most words confidently and show understanding of new vocabulary, both in its meaning and pronunciation

·         Continue to discuss and evaluate a range of fiction and non-fiction texts, recognising themes and looking at how each author uses language

·         Recommend books that they’ve read to their peers, giving reasons for their choices

·         Learn a wider range of poetry by heart, showing understanding through intonation and tone.


 ‘By the end of Year 6, pupils’ reading should be sufficiently fluent and effortless for them to manage the general demands of the curriculum in Year 7, across subjects and not just in English, but there will continue to be a need for pupils to learn subject-specific vocabulary.’

                                                                   National Curriculum English Programme of Study