Intent

At Steeple Claydon School, we believe that reading is the gateway to knowledge and a vital life skill. Our intent is to ensure that all pupils become fluent, confident and enthusiastic readers who can read for meaning, pleasure and purpose. Our intent is for all pupils – irrespective of their needs, abilities or background – to learn to read fluently, developing a love for reading.  We aim to meet, and where possible exceed, the expectations laid out in the Early Learning Goals and National Curriculum, with pupils progressing appropriately across the school.

We aim to:

• Develop secure early reading and phonics skills through a systematic, synthetic phonics programme.
• Ensure pupils can decode accurately, read fluently and develop strong comprehension skills.
• Foster a love of reading by exposing pupils to a wide range of high-quality, engaging texts.
• Enable pupils to read across the curriculum, supporting learning in all subjects.
• Close gaps for disadvantaged pupils and those with additional needs, ensuring equity and high expectations for all.

Our reading curriculum is designed to be inclusive, progressive and ambitious, ensuring that pupils leave primary school as confident, lifelong readers.

Implementation

Reading is taught through a structured, layered approach, combining phonics, guided reading, independent reading and targeted intervention.

Early Reading and Phonics – Read Write Inc. (RWI)

• We use Read Write Inc. Phonics as our systematic synthetic phonics programme from Early Years through Key Stage 1, and beyond where needed.
• Daily phonics lessons are taught by trained staff, following a consistent structure.
• Pupils are grouped according to regular assessments, ensuring teaching is closely matched to their current level.
• Lessons focus on:
  • Phoneme recognition
  • Blending and segmenting
  • Decoding for reading
  • Encoding for spelling
• Decodable books are fully matched to pupils’ phonics knowledge to ensure early reading success.
• Assessment is used to identify pupils requiring additional phonics intervention, which is delivered promptly.

Guided Reading

We use whole class and group guided reading to support pupils in developing independent reading skills by providing targeted instruction. It helps students strengthen decoding, fluency, comprehension, vocabulary, and critical thinking skills while allowing teachers to monitor progress, and respond to individual learning needs. We use the Reading Booth, RWInc comprehension and specific planned group texts through whole class or small group guided reading to ensure all children make measurable progress, develop positive reading behaviours and most importantly to promote reading enjoyment.

^{Accelerated Reader (AR)}

• Once children have a confident phonics knowledge, pupils use Accelerated Reader to support independent reading and comprehension.
• Pupils complete a Star Reader assessment to identify their appropriate reading range.
• Children select exciting books within their range, promoting choice, independence and motivation.
• After reading, pupils complete quizzes to check comprehension and understanding.
• Teachers use AR data to:
  • Monitor progress
  • Identify pupils needing additinal support or challenge
  • Set meaningful reading targets
• AR supports a culture of regular reading at home and school.

Reading for Pleasure

• Pupils have the opportunity to explore a wide range of high-quality fiction, non-fiction and poetry.
• Teachers model fluent reading, expression and comprehension strategies.
• Vocabulary development is explicitly taught and revisited.
• Class texts are carefully chosen to reflect diversity, challenge and curriculum links.
• Reading is promoted through:
  • Class reading areas
  • Author studies and visits
  • Book talks and recommendations
  • Reading events and challenges

Inclusion and Support

• Pupils with SEND receive adapted reading support, including additional phonics, pre-teaching of vocabulary and assisted reading.
• Disadvantaged pupils are prioritised for interventions and reading opportunities.
• Regular assessment ensures no child falls behind.

^Impact

The impact of our reading curriculum is evident in the progress, confidence and enthusiasm of our pupils.

As a result:

• Pupils develop secure phonics knowledge, enabling them to decode accurately and independently.
• Reading fluency and comprehension improve progressively across the school.
• Pupils demonstrate a positive attitude towards reading and can discuss books confidently.
• Data from phonics screening, Accelerated Reader, and teacher assessments shows strong progress over time.
• Gaps between groups are identified early and successfully addressed through targeted intervention.
• Pupils are well prepared for the demands of Key Stage 3, with strong reading stamina and comprehension skills.

Ultimately, pupils leave our school as confident, capable readers who understand the importance of reading as both a tool for learning and a source of enjoyment.

 

 

 

Click on the links below to find information about our English Curriculum.  Please do not hesitate to ask via the office if you have any questions about it.