Reading

Subject Lead = Mrs Holmes

What reading looks like at Saint Augustine’s

At Saint Augustine’s we follow the national curriculum for reading.

Twinkl Phonics in EYFS and KS1
At Saint Augustine’s, our phonics instruction in EYFS and KS1 is based on the Twinkl Phonics program, a systematic, synthetic phonics approach aligned with the National Curriculum. Twinkl Phonics is taught daily to ensure children build a solid foundation in reading from the start. Its key features include:

• Progression and Structure: Twinkl Phonics follows a structured, sequential approach to teaching sounds and phonics skills. Lessons are carefully designed to introduce new phonemes and graphemes systematically, building on prior knowledge.
• Early Intervention and Support: Gaps in children’s phonics knowledge are quickly identified. Teaching assistants (TAs) provide targeted support to close these gaps promptly, ensuring all students keep pace with their peers.
• Decodable Books: Children in EYFS, Year 1, and the beginning of Year 2 use fully decodable Twinkl Phonics books aligned to the phonics sounds they have learned. These books are designed for children to read independently, reinforcing the sounds covered in lessons and boosting reading fluency and confidence.

Guided Reading as an Extension of Twinkl Phonics
In EYFS, Guided Reading sessions extend Twinkl Phonics learning and are taught in small groups by teachers. These sessions allow children to apply their phonics skills in a structured, supportive setting. In Year 1, guided reading continues in small groups, with the teacher focusing on one group at a time. TAs provide additional reading-related tasks to the rest of the class, ensuring the teacher can assess and track each student’s reading progress accurately.

Guided Reading in Year 2 to Year 6
From Year 2 onwards, guided reading shifts to a whole-class, shared reading approach. Resources are drawn from Comprehension Shed, focusing on enhancing comprehension skills across various genres. Lessons integrate the VIPERS framework, which stands for:

• Vocabulary: Expanding students’ understanding and use of new words.
• Inference: Developing the ability to read between the lines and understand implied meanings.
• Prediction: Encouraging students to anticipate events or outcomes within texts.
• Explanation: Teaching students to articulate their understanding of the text.
• Retrieval: Practicing the skill of locating specific information.
• Summarising/sequencing: Focusing on condensing information into main ideas and themes.

This structure helps students build a comprehensive skill set that they apply across subjects and contexts.

Guided reading happens over 3 lessons throughout the week,

1. The first lesson focusses on reading a new text. This means decoding unfamiliar words, concentrating on building fluency and expression.
2. The second lesson is a practical lesson, children apply their VIPER skills based on a range of different activities. The VIPER skills used are determined based on the children’s summative assessments.
3.   The third day is split into two parts, the first part focuses on the Prosody. Prosody refers to the patterns of rhythm, stress, and intonation in spoken or written language. It is a key aspect of effective communication, particularly in reading and speaking, as it conveys meaning, emotion, and emphasis beyond the literal words. In the context of reading, prosody involves:

• Pitch: The rise and fall of voice tone.
• Stress: Emphasizing certain syllables or words.
• Pacing: The speed at which words are spoken.
• Pausing: Breaks between phrases or sentences for clarity.

For example, when reading aloud, using prosody helps make the text sound natural, expressive, and engaging, improving comprehension for both the reader and the listener. This also helps our children’s oracy skills.

The second part of the third day the children will be concentrating on applying what they have learnt independently. A combination of various VIPERS skills are  used and assessed throughout the lesson.

Home Reading Program and Accelerated Reader
In KS2, our home reading program is supported by the Accelerated Reader program. Students select books within their reading range, read at home, and complete quizzes on the books to assess comprehension and reinforce reading skills. This program helps students progress at an individualised pace and promotes reading engagement and accountability.

Precision Teaching for Frequent Readers
Children who fall behind in reading receive additional support through precision teaching and frequent reading. This targeted approach allows teachers and TAs to focus on specific gaps, such as high-frequency words (HFWs) or phonics sounds, providing the exact practice a child needs to catch up quickly.

Frequency of Adult Reading Support
Children in KS2 are heard reading by an adult on a two-week cycle to ensure they receive ongoing feedback, support, and encouragement. For children needing more support, particularly those identified as frequent readers, additional reading sessions provide the practice needed to strengthen their reading skills.

Reading Intent, Implementation and Impact

Intent of Reading at Saint Augustine's Primary School

At Saint Augustine's Primary School, we are dedicated to cultivating a vibrant reading culture that extends beyond academic achievement, embracing the joy and exploration that literature offers. We believe that instilling a love for reading is crucial for personal development, creativity, and critical thinking. Our approach encompasses various activities and strategies designed to engage students, deepen their understanding, and inspire a lifelong passion for reading.

Central to our reading program is the reading spine, a carefully curated collection of high-quality books that students will encounter in their year groups, either during English lessons or at Storytime. This ensures exposure to diverse genres and authors, reinforcing key themes across the curriculum. In Key Stage 2, dedicated time is allocated for recreational reading, allowing students to immerse themselves in their chosen books purely for enjoyment, which encourages exploration and broadens literary horizons. Bi-weekly library visits foster a reading community at home by encouraging students to borrow books to share with their families.

In both Key Stage 1 and Key Stage 2, we prioritize guided reading sessions, with each child participating in at least three lessons per week. Utilizing the VIPERS scheme (Vocabulary, Inference, Prediction, Explanation, Retrieval, and Summary), students develop comprehension skills and critical thinking, fostering a deeper understanding of texts. Books play an integral role in our English curriculum, where a focus book leads to a writing outcome, helping students connect their reading experiences with their writing skills.

We emphasize poetry through our poetry spine, where students learn six selected poems throughout the year, enriching their vocabulary and appreciation for the beauty of language. Storytime occurs at least three times a week, allowing teachers to model expressive reading, which helps develop students' appreciation for the rhythm and nuances of language.

At Saint Augustine's, we aspire to create a community of enthusiastic readers who excel academically and cherish the transformative power of literature. Our intent is to nurture confident, capable, and passionate readers who will carry their love of reading with them throughout their lives, with particular attention to supporting SEND and disadvantaged learners.

Implementation Statement for Reading at Saint Augustine's Primary School

To realize our vision for reading, we implement a comprehensive program designed to engage all learners and promote literacy development. The Accelerated Reader program motivates students to read widely and independently, allowing them to select books at their reading level and complete quizzes to assess comprehension. Consistent implementation across year groups ensures that all students benefit from this initiative, and regular assessments help us track progress and encourage achievement of reading goals.

In Key Stage 1 and Early Years Foundation Stage, we utilize decodable books such as Rhino Readers, aligning with our phonics instruction to provide appropriate texts that build confidence and fluency. Guided reading lessons, supported by the Comprehension Plus framework, expose students to a variety of genres, enhancing their comprehension skills.

To reinforce a love of reading, we prioritize reading for pleasure with dedicated sessions where students can explore books of their choice. Regular library visits further enrich the reading experience and encourage family engagement in the reading journey.

We are committed to providing additional support through various reading interventions, utilizing volunteers to hear children read and implementing reading buddies to foster collaborative reading experiences. We aspire to host poetry visits and invite authors to inspire students with real-world connections to literature.

To strengthen our practice, we will provide professional development for staff focused on inclusive teaching strategies that support SEND learners and challenge high-ability readers. We aim to introduce reading competitions to motivate students and promote a sense of community around reading, while shifting our focus towards more shared reading experiences.

Reading Impact at Saint Augustine’s

Our reading curriculum at Saint Augustine’s aims to develop confident, fluent readers with a deep love for literature. Across Key Stages 1 and 2, our structured approach fosters reading proficiency, ensuring all students, regardless of their background or ability, are supported to achieve their full potential.

In KS1, our implementation of the Twinkl Phonics program lays the foundation for early reading through systematic phonics instruction. Children practice at home with Rhino Readers, involving parents in their learning process. As students progress into Year 2, they transition to Accelerated Reader to build comprehension skills and track their reading journey.

In KS2, we continue using Accelerated Reader alongside guided reading sessions. This comprehensive approach maintains a focus on fluency and comprehension while encouraging critical engagement with a variety of texts. All students benefit from dedicated reading for pleasure sessions and regular access to a rich reading spine, ensuring exposure to high-quality literature.

English Policy

Reading Spine