This is a Good School

Ofsted says "Pupils are highly engaged and enjoy learning"

Teaching is good

"Teachers are expert in the subjects they teach."

Governance is strong

"Adults share an in depth understanding of the latest safeguarding risks that pupils may face."

Pupils achieve well

"Provision for children in the early years is particularly strong."

Pupils' behaviour is good

"Behaviour in lessons is excellent. Children are kind."

Teaching is good

"Assessment is used well. There is a huge array of activities on offer."

Curriculum design is inspiring

"The curriculum is coherent and well sequenced."

Pupils achieve well

"Leaders and staff are united in their ambition for pupils to succeed."

Pupils' behaviour is good

"The high-quality relationships between staff and pupils contribute to a positive learning culture."

English – Reading

Curriculum Intent

At Leighterton Primary School, we recognise that reading allows pupils to develop culturally, emotionally, intellectually, socially and spiritually. Reading also enables pupils to both acquire knowledge and build on what they already know. Having all the skills of language are essential to allowing pupils to participate fully as members of society. Pupils who learn to read fluently and confidently are at an advantaged in their future lives. 

We aim to promote high standards of language and literacy by equipping pupils with a strong understanding of the written word and to develop a love of literature through widespread reading for enjoyment.

Through teaching of reading we will

  • Meet the requirements of the national curriculum programmes of study for reading both word reading and comprehension.
  • Develop pupils’ understanding of a wide range of vocabulary
  • Encourage enjoyment of reading and a lifelong love of reading
  • Provide a broad, balanced, challenging and enjoyable curriculum for all pupils
  • Equip pupils with the confidence and skills to read confidently, audibly, fluently and with understanding
  • Discuss texts and read for a range of purposes
  • Enhance and enrich learning in other curriculum areas by cross-curricular reading and research

The curriculum puts a clear emphasis on two areas of learning:

  • Word recognition
  • Comprehension

Reading Implementation 

At Leighterton Primary School we teach reading as both discrete lessons and well as part of English lessons. These skills are applied and practised across the curriculum and through home activities.

How is reading taught?

Children use the ‘Letters and Sounds’ phonic scheme for the order in which sounds are introduced. This is mapped through both Early Years Foundation Stage (EYFS) and KS1 to ensure that the sounds are built on progressively through the classes. Children take home phonically decodable books from ‘Big Cats Letters and Sounds’ which match their phonics stage for reading and their knowledge of sight vocabulary. To ensure children develop a love of reading, they will also take home other books and stories to be shared with an adult at home to enable them to enjoy and discuss a wider range of texts.

Word recognition

In the early stages of reading, the children’s phonic knowledge is developed systematically. In EYFS, the teaching of phonics starts at the beginning of the year through daily discrete phonics lessons, following the school’s phonics progression, and guided reading groups. They also build up their sight vocabulary of high frequency words which cannot be decoded at their current phonic level. These skills are applied across the curriculum. Children who fall behind are supported to catch up through additional intervention.

During Key Stage 1, children continue to build on their prior phonics knowledge and continue to have both daily discrete phonics lessons and guided reading groups. Children who fall behind are supported to catch up through additional intervention.

By Key Stage 2, it is expected that most children are able to decode unfamiliar words accurately. During Key Stage 2, pupils who are still struggling to decode continue to be taught using the school’s phonics programme addressing their needs through additional intervention. Children who are reading below the age-expected range of their class are given additional support in ensuring the home readers they select are at an appropriate standard.

Reading Comprehension

Across the school, reading comprehension is taught through a variety of activities and is linked to a range of quality class texts. Every class has a key text for English units of work which usually link to the class’ topic and they take part in weekly guided reading sessions, story times, English lesson activities which involve reading comprehension, independent reading time. Children who are struggling with comprehension skills receive additional support.  

Children who are struggling to decode independently and fluently in Key Stage 2, as far as possible follow their correct programme of study in terms of listening to new books, hearing and learning new vocabulary and grammatical structures, and discussing these.

Children are encouraged to read at home with an aim of at least five reads a week.

Curriculum Impact

Children will leave Leighterton Primary School being literate appreciating the enjoyment that reading can bring and with a good understanding of what they read. They will be equipped, not only with the skills to read effectively but to be able to apply these in their everyday lives and in their next stages of education- for research, information and to explore the world. The most important impact we want for our children is that they develop a love of reading.

Through the progressive reading assessment statements, the teaching team know which children have met or have not yet met the expected outcomes for their year group and can use these to plan teaching sequences and interventions. Our curriculum is designed to be sequential, building on areas worked on in previous years, allowing children to continuously build on their skills. Our expectations are high and we aim to equip children to use reading skills throughout their lives academically and socially.