Reading
Intent
At JWPS, we believe that reading is the foundation of all learning and a vital life skill. Our intent is for every child to become a fluent, confident reader who enjoys reading and understands its power to open doors, build empathy and support emotional wellbeing throughout life. Secure reading skills enable children to access the full curriculum and develop the background knowledge and vocabulary needed for success across all subjects. Alongside this, we place a strong emphasis on reading for pleasure, ensuring that the joy of reading is a central thread that runs through our school. Our reading curriculum is ambitious, inclusive, and carefully sequenced so that all pupils – regardless of their background or starting point in reading – can succeed.
Implementation
Early Reading and Phonics
- In Reception and Key Stage 1, we teach daily systematic synthetic phonics using Read Write Inc., ensuring a consistent, evidence-based approach to early reading.
- Phonics lessons are taught by trained staff and closely matched to fully decodable reading books so that children can practise exactly what they have been taught.
- Progress is monitored frequently so that pupils can move to next steps with appropriate speed, and those who need additional support receive this swiftly.
Addressing Phonics Gaps
- For older pupils who have gaps in their phonics knowledge, we use Project Code X and Read Write Inc. Fresh Start programmes. These provide targeted, age-appropriate support, enabling pupil to catch up quickly and develop confidence as readers.
Reading as a Daily Priority
Our dedication to reading reflects our belief that reading is central to daily school life. Reading time is protected and prioritised within timetables across the school. All pupils have daily opportunities to read, including:
- Phonics or catch-up sessions
- Fluency practice
- Guided and whole-class reading
- Time for independent reading for pleasure
Fluency, Comprehension and Vocabulary
- At JWPS, we explicitly teach reading fluency, including pace, expression and accuracy, so that reading becomes increasingly automatic and effortless.
- Comprehension is nurtured through rich texts, discussion, questioning, and exploration of vocabulary.
- Vocabulary is taught explicitly and revisited across subjects through cross-curricular planning, to deepen understanding and support spoken and written language.
Assessment and Targeted Support in Key Stage 2
- In Key Stage 2, reading progress is assessed using termly NFER reading assessments. Where further diagnostic information is needed, we use the Salford Reading Test to identify pupils’ reading ages.
- Assessment information – including teacher assessment – is used carefully and purposefully to inform teaching and to identify pupils who may benefit from additional support
- Following assessment, pupils who require further intervention are supported through a range of evidence-based programmes, including:
- 1:1 Reading or Phonics Speed Sounds practice
- Project Code X
- Fresh Start
- Catch-Up Literacy
- Toe-by-Toe
- Race into English
These interventions are targeted, time-limited and closely monitored to ensure that pupils make rapid progress towards age-appropriate reading goals.
Supported Reading Choice and Independence in Key Stage 2
In Key Stage 2, Accelerated Reader (AR) is used selectively to support pupils who may benefit from additional guidance when choosing appropriately challenging texts. AR is used alongside teacher judgement and regular reading opportunities.
For these pupils, Accelerated Reader helps to:
- Support confidence and enjoyment as independent readers
- Ensure access to books that are well-matched to reading ability
- Provide teachers with additional insight into reading habits and comprehension
Whole-school Culture of Reading
At JWPS, we actively nurture a love of reading through:
- Regular book talk in classrooms
- Daily story time
- Reading events, assemblies and author visits
- Reading environments – class libraries, displays and shared spaces, which are rich, up-to-date, and inclusive, reflecting the realities and diversity of our community.
- Teachers who model to children how to see themselves as readers, exploring lives, cultures and experiences beyond their own.
Impact
The impact of our reading curriculum is seen in:
- Pupils who read fluently, confidently, and with enjoyment
- Strong outcomes in phonics, fluency and comprehension
- Children who can access learning across the curriculum because they can read independently and accurately
- A school culture where reading is valued, talked about, and celebrated: children are given ownership in the choice of books and texts that they read, and they enjoy sharing their reading interests with children and adults across the school.
We measure impact through:
- Regular phonics and reading assessment
- Frequent intervention assessments
- Ongoing teacher assessment and observation
- Pupil voice and engagement with reading
- Monitoring of reading habits and attitudes
By the time children leave Jubilee Wood Primary School, they are not only able to read well, but they also choose to read, understand the value of reading, and are well prepared for the next stage of their life beyond school.
