Reading at St Luke’s

Our Reading curriculum is ambitious, inclusive and carefully sequenced.

It is designed to develop learners who can:

• read accurately;
• read fluently;
• understand increasingly complex texts;
• acquire and use vocabulary;
• draw on relevant background knowledge;
• discuss texts thoughtfully;
• respond to literature;
• evaluate information;
• read independently;
• make informed choices;
• and participate in a rich reading community.

The curriculum develops reading through several closely connected areas:

• word reading;
• automaticity;
• fluency;
• prosody;
• vocabulary;
• language comprehension;
• background knowledge;
• text structure;
• comprehension;
• literary knowledge;
• critical literacy;
• reading across the curriculum;
• and reading for pleasure.

Connection with Early Reading and Phonics

Secure decoding is essential.

Learners cannot understand a written text independently if they cannot read its words accurately.

Our Reading curriculum therefore builds directly on the systematic phonics teaching explained on the Early Reading and Phonics page.

Learners who remain insecure in decoding continue to receive:

• Read Write Inc. teaching;
• matched decodable books;
• blending practice;
• repeated reading;
• fluency practice;
• and closely monitored catch-up support.

They are not moved prematurely into books that require them to guess unfamiliar words.

At the same time, they continue to hear ambitious texts read aloud and participate in vocabulary, comprehension and literary discussion.

Fluency

Fluency is a central priority because it connects word reading with comprehension.

Learners are taught to read with:

• accuracy;
• automaticity;
• an appropriate pace;
• phrasing;
• attention to punctuation;
• expression;
• rhythm;
• and prosody.

Fluency is not understood as reading as quickly as possible.

A fluent reader reads words accurately and efficiently while grouping them into meaningful phrases and using expression that reflects understanding.

Teaching may include:

• teacher modelling;
• echo reading;
• paired reading;
• repeated reading;
• choral reading;
• phrase-cued reading;
• performance;
• and discussion of punctuation and meaning.

Vocabulary and Knowledge

Comprehension depends partly on what learners already know and understand.

The curriculum therefore develops:

• vocabulary;
• conceptual knowledge;
• literary knowledge;
• knowledge of text structures;
• and wider curriculum knowledge.

Teachers identify words and background information that learners need in order to understand a text.

Vocabulary is taught directly and revisited through reading, conversation and writing.

Reading also builds knowledge. Through fiction, poetry and non-fiction, learners encounter new ideas, places, people, events and experiences.

Comprehension

Comprehension is the process of constructing meaning from a text.

Learners are taught to:

• retrieve information;
• explain vocabulary;
• identify main ideas;
• summarise;
• make inferences;
• predict;
• sequence;
• compare;
• interpret;
• explain cause and effect;
• identify viewpoint;
• recognise themes;
• analyse language choices;
• evaluate information;
• and support responses with evidence.

These aspects of comprehension are not taught as isolated tricks or repeated question formats.

Learners need secure word reading, fluency, vocabulary, sentence understanding, background knowledge and knowledge of how texts are organised.

Literature

Learners develop knowledge of:

• stories;
• authors;
• poets;
• illustrators;
• characters;
• settings;
• plot;
• theme;
• genre;
• narrative voice;
• figurative language;
• poetic forms;
• literary traditions;
• and recurring patterns across texts.

Literary knowledge helps learners make connections and participate confidently in discussion.

The curriculum enables learners to respond personally while also grounding interpretation in the words and structure of the text.

Reading Across the Curriculum

Reading is developed in every subject.

Learners are taught how to approach:

• scientific explanations;
• historical accounts;
• geographical sources;
• mathematical problems;
• religious texts;
• instructions;
• diagrams;
• tables;
• captions;
• reports;
• and digital information.

Teachers explain subject-specific vocabulary, text structures and reading demands.

Reading across the curriculum is not left to chance or treated as the responsibility of English lessons alone.

Reading for Pleasure

Reading for pleasure is deliberately promoted.

Learners are supported to:

• choose books;
• explore different genres;
• hear adults read;
• discuss reading;
• recommend texts;
• visit libraries;
• reread favourites;
• encounter new authors;
• and develop individual reading preferences.

Reading for pleasure cannot be reduced to rewards, competitions or the number of books completed.

It depends on:

• access;
• choice;
• time;
• knowledgeable adults;
• conversation;
• representation;
• belonging;
• and positive reading experiences.

Inclusion and Ambition

The Reading curriculum is ambitious for every learner.

Teachers identify whether barriers arise from:

• decoding;
• fluency;
• vocabulary;
• oral language;
• background knowledge;
• comprehension;
• attention;
• sensory needs;
• working memory;
• or limited access to reading beyond school.

Support is matched to the identified barrier.

By the end of Year 6, learners should be able to read increasingly complex fiction, poetry and non-fiction with fluency, understanding and independence.

They should be prepared for the reading demands of secondary education and possess positive foundations for lifelong reading.

Our Reading curriculum develops several connected bodies of knowledge.

Reading should not be reduced to completing comprehension questions or practising a list of generic skills.

Learners need secure word-reading, language, textual and literary knowledge in order to understand increasingly complex texts.

Word-Reading Knowledge

Learners develop knowledge of:

• the alphabetic code;
• phoneme–grapheme correspondences;
• decoding;
• common exception words;
• syllables;
• root words;
• prefixes;
• suffixes;
• morphology;
• word families;
• and increasingly complex word structures.

Learners who have completed formal phonics continue to use this knowledge when reading unfamiliar words.

Morphological knowledge becomes increasingly important as learners encounter longer and more specialised vocabulary.

Automatic Word Recognition

Automaticity enables learners to recognise familiar words rapidly and accurately.

It develops through:

• secure decoding;
• repeated exposure;
• successful practice;
• rereading;
• and wide reading.

When word recognition becomes more automatic, learners can direct greater attention towards meaning.

Fluency Knowledge

Learners develop knowledge of how fluent reading sounds and feels.

This includes:

• accuracy;
• automaticity;
• appropriate pace;
• phrasing;
• expression;
• attention to punctuation;
• rhythm;
• stress;
• intonation;
• and reading stamina.

They learn that phrasing should reflect grammatical and semantic meaning.

For example, punctuation, clause structure and meaning help a reader decide where to pause and which words to emphasise.

Vocabulary Knowledge

Learners develop:

• breadth of vocabulary;
• depth of word knowledge;
• understanding of multiple meanings;
• synonyms and antonyms;
• word families;
• morphology;
• etymology;
• figurative language;
• idiomatic language;
• academic vocabulary;
• and subject-specific terminology.

Knowing a word involves more than recognising it.

Learners should increasingly understand:

• what it means;
• how it is pronounced;
• how it is used;
• how it relates to other words;
• whether its meaning changes by context;
• and how it contributes to tone or precision.

Background Knowledge

Readers draw on prior knowledge to understand new information.

Learners develop knowledge through:

• the wider curriculum;
• direct teaching;
• conversation;
• experiences;
• reading aloud;
• independent reading;
• and carefully sequenced texts.

Teachers identify where unfamiliar contexts may create barriers and provide relevant information before or during reading.

Background knowledge should support understanding without replacing learners’ direct engagement with the text.

Sentence Knowledge

Learners develop knowledge of how grammar and syntax communicate meaning.

They learn to understand:

• sentence boundaries;
• clauses;
• phrases;
• pronoun reference;
• coordination;
• subordination;
• tense;
• punctuation;
• connectives;
• and complex sentence structures.

Some learners may decode every word in a sentence while failing to understand how the words relate to one another.

Sentence-level comprehension is therefore taught explicitly where needed.

Text-Structure Knowledge

Learners develop knowledge of how texts are organised.

This includes:

• sequence;
• chronology;
• cause and effect;
• comparison;
• problem and resolution;
• question and answer;
• description;
• classification;
• argument;
• headings;
• paragraphs;
• captions;
• indexes;
• glossaries;
• diagrams;
• and cohesive links.

Knowledge of structure helps learners anticipate, locate and organise meaning.

Literary Knowledge

Learners develop familiarity with:

• narrative structures;
• genres;
• themes;
• character types;
• settings;
• traditional tales;
• myths;
• legends;
• poetry;
• drama;
• literary devices;
• authors;
• illustrators;
• and literary traditions.

A secure literary repertoire enables learners to recognise patterns, make connections and appreciate when writers adapt or challenge conventions.

Comprehension Knowledge

Learners develop knowledge of how readers construct and monitor meaning.

They are taught how to:

• identify important information;
• retrieve details;
• establish literal meaning;
• clarify vocabulary;
• connect information;
• infer;
• summarise;
• predict;
• interpret;
• compare;
• evaluate;
• and recognise when understanding has broken down.

Skilled readers use these processes flexibly rather than treating them as isolated activities.

Knowledge of Authorial Choice

Learners consider how writers select:

• vocabulary;
• imagery;
• sentence structure;
• viewpoint;
• tone;
• detail;
• dialogue;
• figurative language;
• organisation;
• and text features.

They learn to explain the effects of choices using evidence from the text.

Authorial choice should not be reduced to guessing what an author was thinking. Learners consider how specific textual decisions shape meaning and reader response.

Critical Literacy

Learners develop age-appropriate knowledge of how texts can:

• inform;
• persuade;
• entertain;
• represent;
• omit;
• exaggerate;
• position the reader;
• and communicate a viewpoint.

They consider:

• who created the text;
• why it was created;
• whose perspective is represented;
• which evidence is provided;
• whether a source is trustworthy;
• and whether information is fact, opinion or interpretation.

This becomes increasingly important when learners read digital and online information.

Reading-Habit Knowledge

Learners develop knowledge of themselves as readers.

They learn:

• how to select a suitable book;
• where to find texts;
• how to use a library;
• how to follow interests;
• when to persist;
• when to seek support;
• how to recommend a book;
• and how reading choices can broaden over time.

Our Reading curriculum is structured around recurring concepts that support increasingly fluent, knowledgeable and thoughtful reading.

Decoding

Decoding is the application of phonic knowledge to read unfamiliar words.

Learners identify graphemes, recall phonemes and blend the sounds in sequence.

Learners with insecure decoding continue to receive systematic phonics teaching.

Automaticity

Automaticity develops when familiar words are recognised rapidly and accurately.

It reduces the demands placed on working memory and enables greater attention to meaning.

Fluency

Fluency is accurate, appropriately paced and expressive reading.

It connects word reading with comprehension.

Learners develop fluency through modelling, supported practice and rereading.

Prosody

Prosody is the rhythm, stress, phrasing and expression used when reading aloud.

Appropriate prosody reflects understanding of:

• punctuation;
• grammar;
• meaning;
• character;
• mood;
• and text type.

Vocabulary

Vocabulary enables readers to understand and discuss increasingly complex ideas.

Learners develop word knowledge through:

• direct teaching;
• reading;
• conversation;
• morphology;
• context;
• and repeated use.

Knowledge

Reading depends on relevant knowledge and also builds new knowledge.

Learners draw on what they know to understand texts and use reading to extend their understanding of the world.

Comprehension

Comprehension is the construction of meaning through interaction between:

• the reader;
• the words;
• the sentences;
• the complete text;
• and the reader’s knowledge.

It involves both understanding what is stated and making justified connections or inferences.

Retrieval

Retrieval involves locating and recalling information stated in a text.

Learners are taught to identify relevant details rather than copy large sections indiscriminately.

Inference

Inference involves using textual evidence and relevant knowledge to understand something that is implied rather than stated directly.

Learners should distinguish reasonable inference from unsupported speculation.

Prediction

Prediction involves using evidence from the text and relevant knowledge to anticipate what may happen or what information may follow.

A prediction should be justified rather than guessed.

Summarising

Summarising involves identifying and communicating the most important ideas concisely.

Learners distinguish central information from supporting detail.

Interpretation

Interpretation involves developing an evidence-informed understanding of meaning, theme, motive, mood or viewpoint.

Different interpretations may be valid where they are supported by the text.

Comparison

Comparison involves identifying meaningful similarities and differences.

Learners may compare:

• characters;
• themes;
• settings;
• structures;
• language;
• viewpoints;
• genres;
• or texts by the same or different writers.

Theme

A theme is an important idea explored across a text.

Themes may include:

• belonging;
• courage;
• justice;
• friendship;
• identity;
• power;
• loss;
• hope;
• prejudice;
• responsibility;
• or change.

Themes are developed through the whole text rather than identified from a single word.

Character

Learners consider how characters are developed through:

• actions;
• speech;
• thoughts;
• relationships;
• description;
• conflict;
• change;
• and the responses of others.

They support interpretations with evidence.

Setting

Setting includes place, time, atmosphere and social context.

Learners consider how setting influences events, characters and mood.

Viewpoint

Viewpoint concerns the position from which information or a story is presented.

Learners consider:

• narrator;
• perspective;
• reliability;
• bias;
• voice;
• and whose experiences are included or omitted.

Authorial Choice

Writers make deliberate choices about language, structure and presentation.

Learners explore how these choices influence:

• meaning;
• tone;
• pace;
• emphasis;
• mood;
• and reader response.

Text Structure

Text structure is the way ideas, information or events are organised.

Recognising structure supports navigation, comprehension and summarising.

Fiction

Fiction uses imagined characters, settings and events to entertain, explore ideas and communicate human experience.

Learners study a range of genres and narrative traditions.

Poetry

Poetry uses language, sound, rhythm, structure and imagery in concentrated ways.

Learners read, hear, discuss, perform and memorise a varied range of poems.

Non-Fiction

Non-fiction communicates information, explanation, argument, instruction or interpretation.

Learners study how non-fiction texts organise information and establish authority.

Critical Reading

Critical reading involves considering the reliability, purpose, evidence and viewpoint of a text.

Learners are taught to question information thoughtfully rather than either accepting or rejecting it automatically.

Reading Across the Curriculum

Different subjects make different reading demands.

Learners need knowledge of how to read:

• explanations in Science;
• sources in History;
• maps and data in Geography;
• problems in Mathematics;
• sacred and reflective texts in Religious Education;
• and instructions in practical subjects.

Reading for Pleasure

Reading for pleasure involves voluntary, personally meaningful engagement with texts.

It is supported by:

• access;
• choice;
• time;
• book knowledge;
• discussion;
• recommendation;
• adult modelling;
• representation;
• and a sense of belonging within a reading community.

Reading Identity

A reading identity is a learner’s developing understanding of themselves as a reader.

It includes:

• confidence;
• preferences;
• habits;
• experiences;
• interests;
• and beliefs about whether reading is for them.

Every learner should experience success, access and membership of the school’s reading community.

Our Reading curriculum is implemented through carefully sequenced teaching that develops decoding, fluency, vocabulary, comprehension, literary knowledge and reading for pleasure.

Reading is taught explicitly within English and developed across the wider curriculum.

Teachers use a range of carefully selected texts, including:

• fiction;
• poetry;
• plays;
• non-fiction;
• biographies;
• speeches;
• articles;
• information texts;
• and subject-specific reading.

Texts are selected for:

• literary quality;
• curricular value;
• vocabulary;
• complexity;
• representation;
• knowledge-building;
• age appropriateness;
• and the opportunities they provide for discussion and interpretation.

Connection with Phonics

Learners who are not yet secure decoders continue to receive systematic phonics teaching through Read Write Inc.

They read books matched to their phonic knowledge and are not expected to guess unfamiliar words from context or pictures.

At the same time, they continue to participate in:

• rich reading aloud;
• vocabulary teaching;
• literary discussion;
• comprehension;
• and wider curriculum reading.

This ensures that weaknesses in decoding do not restrict access to language and knowledge.

Reading Aloud

Adults read aloud regularly across the school.

Reading aloud supports:

• vocabulary;
• fluency;
• prosody;
• literary knowledge;
• listening;
• imagination;
• knowledge-building;
• and reading enjoyment.

Teachers prepare carefully so that reading is fluent, expressive and responsive to the meaning of the text.

They may pause to:

• clarify an essential word;
• provide brief background knowledge;
• draw attention to a literary feature;
• model thinking;
• or invite a purposeful response.

Reading aloud should preserve the flow and enjoyment of the text rather than become an extended comprehension test.

Fluency Teaching

Fluency is taught explicitly and practised regularly.

Teaching may include:

• teacher modelling;
• echo reading;
• choral reading;
• paired reading;
• phrase-cued reading;
• repeated reading;
• performance reading;
• poetry recitation;
• and supported rereading.

Teachers help learners attend to:

• accuracy;
• pace;
• phrasing;
• punctuation;
• expression;
• stress;
• intonation;
• and meaning.

Fluency practice uses texts that learners can read with sufficient accuracy.

Learners should not be asked to perform fluently from texts that are too difficult to decode.

Vocabulary Teaching

Teachers identify vocabulary that is essential for understanding the text.

Vocabulary teaching may include:

• direct explanation;
• morphology;
• etymology;
• synonyms and antonyms;
• examples and non-examples;
• visual support;
• contextual use;
• oral rehearsal;
• repeated exposure;
• and application in discussion and writing.

Teachers distinguish between words that require brief clarification and words that merit deeper teaching.

Comprehension Teaching

Comprehension is taught through a combination of:

• secure word reading;
• fluency;
• vocabulary;
• background knowledge;
• sentence-level understanding;
• text-structure knowledge;
• teacher modelling;
• discussion;
• questioning;
• and independent response.

Teachers model how skilled readers:

• notice confusion;
• reread;
• clarify vocabulary;
• connect information;
• identify main ideas;
• infer;
• summarise;
• evaluate;
• and support responses with evidence.

Comprehension should not become a repetitive sequence of disconnected question types.

Learners are expected to read and discuss complete, meaningful texts and extracts with sufficient context.

Book Discussion

Purposeful discussion helps learners deepen understanding.

Teachers create opportunities for learners to:

• express initial responses;
• ask questions;
• clarify meaning;
• build on another person’s idea;
• compare interpretations;
• return to the text;
• justify a view;
• and revise thinking.

Discussion is structured so that all learners can participate.

Independent Reading

Learners are given opportunities to read independently at an appropriate level.

Independent reading supports:

• stamina;
• confidence;
• automaticity;
• knowledge;
• vocabulary;
• reading identity;
• and enjoyment.

Teachers monitor whether learners are:

• choosing suitable texts;
• reading regularly;
• understanding what they read;
• broadening their choices;
• and receiving help where needed.

Reading Across the Curriculum

Teachers identify the reading demands within each subject.

They support learners to understand:

• specialist vocabulary;
• text structures;
• diagrams;
• captions;
• tables;
• explanations;
• source material;
• and subject-specific forms of evidence.

Learners may need different approaches when reading in Science, History, Geography, Mathematics or Religious Education.

Library and Book Access

Learners should have regular access to attractive, organised and inclusive book collections.

Class and school libraries should:

• offer a broad range of texts;
• include varied levels of complexity;
• reflect diverse lives and cultures;
• include fiction, poetry and non-fiction;
• be easy to navigate;
• be refreshed regularly;
• and support learner choice.

Our Reading curriculum is sequenced so that learners build increasingly secure knowledge and independence from Nursery to Year 6.

Progression involves the development of:

• spoken language;
• phonological awareness;
• decoding;
• automaticity;
• fluency;
• vocabulary;
• background knowledge;
• sentence comprehension;
• text-structure knowledge;
• literary knowledge;
• interpretation;
• critical reading;
• independent choice;
• and reading stamina.

Early Years Foundation Stage

In Nursery and Reception, children develop:

• listening;
• vocabulary;
• oral storytelling;
• rhyme;
• phonological awareness;
• book knowledge;
• enjoyment of stories;
• early decoding;
• shared reading;
• retelling;
• prediction;
• and discussion.

In Reception, learners begin systematic phonics through Read Write Inc.

Key Stage 1

In Key Stage 1, learners develop:

• secure decoding;
• increasing automaticity;
• early fluency;
• vocabulary;
• literal understanding;
• simple inference;
• sequencing;
• retelling;
• prediction;
• discussion;
• and positive reading habits.

Learners who remain insecure continue with systematic phonics.

Lower Key Stage 2

In Lower Key Stage 2, learners develop:

• greater fluency;
• broader vocabulary;
• stronger background knowledge;
• understanding of more complex sentences;
• summarising;
• inference;
• comparison;
• authorial choice;
• knowledge of genres;
• and increasing independence.

Upper Key Stage 2

In Upper Key Stage 2, learners develop:

• sustained fluency;
• comprehension of increasingly complex texts;
• literary interpretation;
• critical reading;
• comparison across texts;
• evaluation of viewpoint;
• analysis of language and structure;
• wider independent reading;
• and readiness for secondary education.

Progression Principles

Progression is guided by several principles:

• decoding must be secure;
• fluency is taught, not assumed;
• vocabulary and knowledge are cumulative;
• texts become increasingly complex;
• comprehension draws on more than generic skills;
• literary knowledge grows over time;
• learners revisit important concepts;
• independent reading is monitored;
• and support is matched to the actual barrier.

Text complexity may increase through:

• vocabulary;
• sentence structure;
• length;
• narrative organisation;
• unfamiliar context;
• abstract ideas;
• implied meaning;
• multiple viewpoints;
• or reduced visual support.

Teachers consider all of these factors when selecting texts.

Vocabulary and spoken discussion are central to successful reading.

Learners need language to understand texts, explain ideas and participate in literary and academic discussion.

Vocabulary Development

Teachers identify and teach:

• high-utility words;
• literary vocabulary;
• academic vocabulary;
• subject-specific terminology;
• figurative language;
• multiple-meaning words;
• morphology;
• and word families.

Learners are taught to consider:

• pronunciation;
• meaning;
• context;
• word class;
• related words;
• synonyms;
• antonyms;
• roots;
• prefixes;
• suffixes;
• and connotations.

Vocabulary is revisited through:

• reading;
• speaking;
• writing;
• retrieval;
• display;
• and application across subjects.

Book Talk

Learners are taught how to discuss texts with increasing precision.

They learn to:

• describe a response;
• identify evidence;
• explain vocabulary;
• ask a relevant question;
• build on another contribution;
• challenge an idea respectfully;
• compare interpretations;
• summarise;
• and justify a conclusion.

Teachers model language such as:

• “The text suggests…”
• “I think this because…”
• “The word ___ implies…”
• “Another interpretation could be…”
• “This connects with…”
• “The evidence does not fully support…”
• “My view changed when…”

Oral Rehearsal

Learners may rehearse responses orally before writing.

This supports:

• sentence construction;
• vocabulary;
• confidence;
• reasoning;
• and participation.

Oral rehearsal should help learners formulate an idea rather than simply repeat a teacher-provided sentence.

Reading Aloud by Learners

Learners read aloud for appropriate purposes, including:

• fluency practice;
• performance;
• poetry;
• drama;
• presentation;
• and sharing a prepared extract.

Reading aloud should not be used to expose or embarrass weaker readers.

Learners should be prepared and supported appropriately.

Subject-Specific Reading Language

Learners develop language for reading across subjects.

For example, they may learn to:

• explain evidence in History;
• interpret data in Geography;
• clarify processes in Science;
• unpack a problem in Mathematics;
• and reflect on meaning in Religious Education.

Over time, learners should discuss reading with increasing confidence, accuracy and independence.

Assessment in Reading is used to identify what learners know, understand and can apply.

It helps teachers distinguish between difficulties in:

• decoding;
• automaticity;
• fluency;
• vocabulary;
• sentence comprehension;
• background knowledge;
• text-structure knowledge;
• and broader comprehension.

What We Assess

Teachers assess:

• word reading;
• accuracy;
• automaticity;
• pace;
• phrasing;
• prosody;
• vocabulary;
• literal understanding;
• retrieval;
• inference;
• summarising;
• prediction;
• comparison;
• interpretation;
• evaluation;
• literary knowledge;
• and independent reading habits.

Sources of Evidence

Assessment may draw on:

• listening to learners read;
• phonics information;
• fluency checks;
• reading discussions;
• questioning;
• written responses;
• retrieval activities;
• summaries;
• vocabulary tasks;
• end-of-unit assessment;
• pupil voice;
• reading records;
• and application across the curriculum.

No single test should be used in isolation.

Diagnosing the Barrier

A learner who struggles with a reading task may need different support depending on the cause.

For example:

• inaccurate word reading indicates a decoding need;
• slow but accurate reading may indicate a fluency need;
• secure fluency with weak understanding may indicate vocabulary, knowledge or comprehension needs;
• difficulty with one subject may reflect unfamiliar disciplinary vocabulary;
• and inconsistent performance may relate to attention, attendance or confidence.

Responsive teaching begins with accurate diagnosis.

Responsive Support

Teaching may respond through:

• continued phonics;
• matched decodable texts;
• repeated reading;
• fluency practice;
• vocabulary pre-teaching;
• background-knowledge building;
• sentence-level work;
• guided reading;
• supported discussion;
• smaller steps;
• adapted text presentation;
• audio support;
• assistive technology;
• and targeted intervention.

Intervention should complement classroom teaching and be reviewed for impact.

Assessment of Fluency

Fluency assessment considers:

• accuracy;
• automaticity;
• pace;
• phrasing;
• expression;
• and understanding.

Speed alone is not a sufficient measure.

A learner may read quickly but inaccurately or without comprehension.

Assessment of Comprehension

Comprehension assessment should consider whether learners can:

• understand vocabulary;
• identify important information;
• explain relationships;
• infer with evidence;
• summarise;
• interpret;
• compare;
• and evaluate.

The difficulty of a question may depend on the difficulty of the text, the vocabulary and the knowledge required.

Subject-Leadership Use of Assessment

Leaders use assessment to identify:

• groups requiring support;
• recurring weaknesses;
• variation between classes;
• gaps in fluency;
• weaknesses in vocabulary;
• text-access issues;
• intervention impact;
• participation patterns;
• professional development needs;
• and priorities for curriculum refinement.

The impact of our Reading curriculum can be seen in whether learners become fluent, knowledgeable, thoughtful and increasingly independent readers.

Over time, learners should demonstrate:

• secure decoding;
• greater automaticity;
• fluent and expressive reading;
• broader vocabulary;
• stronger background knowledge;
• improved comprehension;
• deeper literary understanding;
• more confident discussion;
• increasing ability to use evidence;
• stronger critical reading;
• wider independent reading;
• greater reading stamina;
• positive reading identities;
• and readiness for secondary education.

Evidence of Impact

Impact is evaluated through:

• phonics and word-reading information;
• fluency assessment;
• comprehension assessment;
• listening to learners read;
• discussions with learners;
• lesson visits;
• reading outcomes;
• curriculum reviews;
• reading habits;
• library use;
• pupil voice;
• intervention evaluation;
• reading across subjects;
• and transition readiness.

No single source of evidence is used in isolation.

Equity

Leaders consider whether all learners are benefiting, including:

• disadvantaged learners;
• learners with SEND;
• learners with English as an additional language;
• learners with speech and language needs;
• learners with weak decoding;
• learners with limited vocabulary;
• learners with low attendance;
• learners joining the school late;
• and learners requiring greater challenge.

Leaders evaluate whether these learners have equitable access to:

• systematic phonics where needed;
• high-quality texts;
• fluent adult reading;
• vocabulary teaching;
• library provision;
• intervention;
• reading enrichment;
• and independent choice.

Reading Across the Curriculum

Impact is also evident when learners can read successfully in other subjects.

They should increasingly be able to:

• understand specialist vocabulary;
• navigate information texts;
• interpret diagrams and tables;
• identify evidence;
• follow explanations;
• and use reading to acquire new knowledge.

Intended Outcome

By the end of Year 6, learners should be able to read increasingly complex fiction, poetry and non-fiction with fluency, understanding and confidence.

They should be able to discuss texts thoughtfully, support ideas with evidence, recognise different viewpoints and make informed reading choices.

They should leave St Luke’s prepared for the reading demands of secondary education and with a strong foundation for lifelong reading.

Our Reading curriculum is ambitious for every learner.

All learners are entitled to develop secure reading knowledge, access high-quality texts and participate fully in the school’s reading community.

Teachers identify barriers carefully and adapt provision without unnecessarily reducing the richness, complexity or ambition of the curriculum.

Support is matched to the specific difficulty.

A learner may require support with:

• decoding;
• phonological processing;
• automatic word recognition;
• fluency;
• vocabulary;
• sentence comprehension;
• background knowledge;
• attention;
• working memory;
• visual processing;
• language development;
• confidence; or
• reading stamina.

Learners with Insecure Decoding

Learners who cannot yet decode securely continue to receive systematic phonics teaching through Read Write Inc.

They are provided with:

• precise assessment;
• teaching matched to their current phonic knowledge;
• age-respectful decodable texts;
• frequent blending practice;
• repeated reading;
• fluency support;
• and regular review.

They are not expected to compensate for insecure decoding by guessing from pictures, context or the first letter.

At the same time, they continue to access:

• ambitious stories;
• poetry;
• non-fiction;
• vocabulary teaching;
• literary discussion;
• and wider curriculum knowledge

through adult reading, supported reading and appropriate technology.

Learners with Fluency Difficulties

Learners who decode accurately but read slowly or without appropriate phrasing may benefit from:

• repeated reading;
• echo reading;
• paired reading;
• choral reading;
• phrase-cued texts;
• poetry and performance;
• teacher modelling;
• and carefully selected texts at an appropriate level.

Fluency support focuses on accuracy, automaticity, phrasing and meaning rather than speed alone.

Learners with Language and Comprehension Needs

Learners who read words accurately but find comprehension difficult may require:

• explicit vocabulary teaching;
• oral-language support;
• background knowledge;
• sentence-level explanation;
• visual support;
• clarification of pronouns and connectives;
• structured discussion;
• rereading;
• and smaller sections of text.

Teachers avoid assuming that weak comprehension always reflects poor effort or lack of attention.

Learners with SEND

Learners with SEND may benefit from:

• enlarged print;
• reduced visual clutter;
• coloured overlays where professionally recommended;
• audio texts;
• text-to-speech;
• tactile resources;
• adapted seating;
• alternative response methods;
• additional processing time;
• pre-teaching;
• repeated exposure;
• carefully structured questions;
• and specialist advice.

Adaptations support access to the intended learning rather than replace it with unrelated or significantly less ambitious work.

Learners with English as an Additional Language

Learners with English as an additional language may require support with:

• unfamiliar vocabulary;
• idioms;
• cultural references;
• sentence structures;
• background knowledge;
• and meanings that depend heavily on context.

Teachers support understanding through:

• visuals;
• real objects;
• explicit explanation;
• oral rehearsal;
• bilingual resources where appropriate;
• repeated reading;
• and links with learners’ existing language knowledge.

Learning English as an additional language is not treated as a learning difficulty.

Home languages are valued as an asset and may support vocabulary, comprehension and comparison between languages.

Disadvantaged Learners

Leaders ensure that disadvantaged learners have equitable access to:

• high-quality books;
• decodable texts where needed;
• classroom and school libraries;
• reading support;
• book ownership opportunities;
• enrichment;
• family workshops;
• author visits;
• and wider cultural experiences.

Where reading support at home is limited, the school provides additional supported reading rather than lowering expectations.

Learners Requiring Greater Challenge

Learners who read securely are challenged through:

• increasingly complex texts;
• wider literary and non-fiction reading;
• deeper interpretation;
• comparison across texts;
• analysis of language and structure;
• critical evaluation;
• independent research;
• unfamiliar genres;
• and leadership within the reading community.

Challenge should deepen knowledge, thought and independence rather than simply require learners to read more pages or answer more questions.

Reading in Nursery and Reception develops through Communication and Language, Literacy and the wider EYFS curriculum.

Children experience books, stories, songs, rhymes, conversation and print as meaningful parts of everyday provision.

Nursery

In Nursery, children develop:

• listening and attention;
• vocabulary;
• oral storytelling;
• rhyme awareness;
• sound discrimination;
• book handling;
• awareness of print;
• enjoyment of stories;
• prediction;
• retelling;
• and confidence in talking about books.

Adults read aloud frequently and revisit familiar texts.

Repeated reading helps children develop:

• vocabulary;
• narrative understanding;
• confidence;
• participation;
• anticipation;
• and enjoyment.

Children encounter:

• picture books;
• traditional tales;
• contemporary stories;
• songs;
• rhymes;
• poetry;
• non-fiction;
• and books linked to their interests and experiences.

Reception

In Reception, children continue to develop rich oral language and literary experience while beginning systematic phonics through Read Write Inc.

They develop:

• phoneme–grapheme knowledge;
• blending;
• early word reading;
• automatic recognition of familiar words;
• decodable-text reading;
• listening comprehension;
• retelling;
• prediction;
• vocabulary;
• and early fluency.

Adults continue to read texts that are more complex than children can yet decode independently.

This enables children to encounter:

• ambitious vocabulary;
• longer narratives;
• varied characters;
• unfamiliar settings;
• information;
• humour;
• poetry;
• and a broad range of ideas.

The Reading Environment

The EYFS reading environment should include:

• accessible book areas;
• books linked to provision;
• stories in role-play areas;
• environmental print;
• labels;
• rhymes and songs;
• story props;
• puppets;
• repeated core texts;
• home-language books where possible;
• and opportunities to share books independently.

Adults help children understand that books can provide enjoyment, information, comfort, connection and inspiration.

Transition into Key Stage 1

Information about each learner’s:

• language;
• vocabulary;
• phonics;
• decoding;
• listening comprehension;
• book knowledge;
• confidence;
• and support needs

is shared carefully between Reception and Year 1.

This supports continuity and ensures that Year 1 teaching begins from an accurate understanding of prior learning.

Our Reading curriculum introduces learners to a broad, ambitious and carefully selected range of literature and non-fiction.

The school reading spine supports curriculum coherence by identifying important texts, authors, poets and literary traditions learners should encounter during their time at St Luke’s.

The Purpose of the Reading Spine

The reading spine helps ensure that learners experience:

• sustained literary progression;
• high-quality language;
• varied genres;
• increasing complexity;
• memorable characters and stories;
• important authors and poets;
• cultural breadth;
• recurring themes;
• and texts that build knowledge.

The reading spine is not intended to limit teachers’ choices or prevent learners from exploring additional books.

It provides a shared entitlement while leaving space for:

• new publications;
• learner interests;
• current events;
• local links;
• curriculum connections;
• and teacher recommendations.

Literary Breadth

Learners should encounter:

• traditional tales;
• myths;
• legends;
• fables;
• fairy tales;
• classic children’s literature;
• contemporary fiction;
• fantasy;
• historical fiction;
• realistic fiction;
• mystery;
• adventure;
• poetry;
• plays;
• biographies;
• memoir;
• speeches;
• journalism;
• and varied non-fiction.

Text selection should enable learners to recognise patterns across literature while also encountering innovation and challenge.

Representation

The reading curriculum should include:

• Black and minority ethnic writers;
• women writers;
• disabled writers and characters;
• authors from different faith and cultural traditions;
• varied family structures;
• working-class voices;
• local perspectives;
• global perspectives;
• historical and contemporary experiences;
• and characters whose lives may be unfamiliar to learners.

Representation should be meaningful, sustained and integrated across the year.

It should not be confined to particular months, celebrations or isolated themes.

Quality and Suitability

Texts are selected by considering:

• literary quality;
• age appropriateness;
• vocabulary;
• conceptual challenge;
• cultural value;
• representation;
• curriculum links;
• emotional content;
• safeguarding;
• and accessibility.

A diverse text is not selected only because of representation. It should also contribute meaningfully to learners’ literary, linguistic or curricular development.

Challenging Stereotypes

Learners are encouraged to consider:

• how groups are represented;
• whose perspective is centred;
• whose voice may be absent;
• whether a character is stereotyped;
• how historical attitudes shaped a text;
• and how readers may respond differently.

Teachers provide appropriate context where older texts include language, attitudes or assumptions that require careful discussion.

Poetry

Poetry is a substantial part of the reading curriculum.

Learners should:

• hear poetry read aloud;
• read poems independently;
• discuss imagery and language;
• explore rhythm and sound;
• compare poetic forms;
• memorise and recite poems;
• perform;
• and develop personal preferences.

Poetry should be taught across the year rather than only during special events.

Non-Fiction and Knowledge

Non-fiction is selected to:

• build knowledge;
• extend vocabulary;
• support wider curriculum learning;
• develop text-navigation skills;
• introduce real people and events;
• and enable learners to evaluate information.

Learners encounter high-quality non-fiction alongside fiction and poetry throughout the school.

Reading for pleasure is a deliberate and important part of the school’s reading culture.

Learners should experience reading as:

• enjoyable;
• socially meaningful;
• personally relevant;
• intellectually rewarding;
• and open to everyone.

Reading Aloud

Adults read aloud regularly across the school.

Class read-aloud texts are selected carefully and protected within the timetable.

Reading aloud helps learners:

• encounter ambitious texts;
• build vocabulary;
• hear fluent reading;
• develop literary knowledge;
• share a common experience;
• and experience enjoyment.

Teachers avoid interrupting the flow of the story unnecessarily.

Learner Choice

Learners are supported to make informed choices.

This may include:

• browsing books;
• discussing preferences;
• using recommendations;
• exploring new genres;
• rereading favourites;
• selecting books at an appropriate level;
• and changing a book thoughtfully where it is not engaging them.

Choice does not mean leaving learners without guidance.

Knowledgeable adults help learners broaden their reading while respecting their interests.

Libraries

The school and class libraries should be:

• welcoming;
• accessible;
• organised;
• inclusive;
• well maintained;
• regularly refreshed;
• and used actively.

Learners are taught how to:

• browse;
• locate books;
• borrow and return texts;
• care for resources;
• ask for recommendations;
• and use non-fiction systems where appropriate.

Enrichment

Reading enrichment may include:

• author and illustrator visits;
• library visits;
• book fairs;
• storytelling sessions;
• poetry events;
• theatre visits;
• reading challenges;
• family-reading mornings;
• book clubs;
• themed reading events;
• World Book Day;
• competitions;
• and partnerships with local organisations.

These opportunities should strengthen the wider reading culture rather than replace consistent everyday practice.

Reading Ambassadors

Reading Ambassadors may contribute by:

• recommending books;
• supporting library organisation;
• gathering pupil voice;
• promoting new texts;
• leading book discussions;
• helping with reading events;
• creating displays;
• and encouraging participation.

They are not responsible for teaching struggling readers unless participating in a carefully structured and supervised reading-buddy programme.

Reading Buddies

Reading-buddy programmes may support:

• confidence;
• fluency;
• enjoyment;
• relationships;
• and leadership.

They should be planned carefully so that:

• texts are appropriate;
• roles are clear;
• learners receive guidance;
• misconceptions are not reinforced;
• and safeguarding expectations are followed.

Family and Community Engagement

The school may promote reading through:

• family workshops;
• reading cafés;
• library membership;
• book swaps;
• storytelling events;
• parent recommendations;
• and community partnerships.

Leaders review who participates and identify barriers that may limit access for some families.

Reading contributes strongly to learners’ personal, spiritual, moral, social and cultural development.

Through literature and non-fiction, learners encounter ideas, lives and experiences beyond their immediate circumstances.

Reading can help learners develop:

• empathy;
• curiosity;
• imagination;
• reflection;
• resilience;
• emotional literacy;
• cultural understanding;
• critical thinking;
• confidence;
• independence;
• and belonging.

Texts provide opportunities to explore:

• identity;
• friendship;
• family;
• faith;
• kindness;
• justice;
• prejudice;
• courage;
• responsibility;
• loss;
• hope;
• power;
• freedom;
• community;
• and change.

Learners are encouraged to respond thoughtfully while recognising that texts may support more than one reasonable interpretation.

Reading contributes to learners’ understanding of democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs through:

• texts exploring rights and responsibilities;
• different viewpoints;
• respectful literary discussion;
• examination of bias;
• representation of different cultures and beliefs;
• critical evaluation of information;
• and opportunities to consider fairness and justice.

Our school values are developed meaningfully through Reading.

Kindness

Learners encounter different experiences, develop empathy and listen respectfully to others’ interpretations.

Respect

Learners respect books, writers, cultures, viewpoints, home languages and the reading preferences of others.

Confidence

Learners develop confidence by reading aloud, discussing books, offering interpretations, making recommendations and recognising their progress.

Excellence

Learners pursue excellence through careful reading, sustained attention, precise vocabulary, evidence-informed interpretation and broadening their reading choices.

Reading supports our vision to Believe, Achieve and Thrive by helping learners believe in themselves as readers, achieve through fluency and understanding, and thrive through access to knowledge, literature and the wider world.

Families play an important role in helping learners develop fluency, comprehension, confidence and positive reading habits.

The most valuable support is regular, encouraging and appropriate to the learner’s current needs.

Reading Aloud

Families are encouraged to continue reading aloud, including when learners can read independently.

Reading aloud gives learners access to:

• ambitious vocabulary;
• more complex stories;
• poetry;
• non-fiction;
• humour;
• different cultures;
• unfamiliar experiences;
• and texts beyond their current independent reading level.

It also models fluent, expressive reading.

Families may read in English or in a home language.

Listening to Learners Read

When listening to a learner read, families can support by encouraging them to:

• read carefully;
• apply phonics where decoding is insecure;
• reread a sentence where meaning has been lost;
• notice punctuation;
• group words into meaningful phrases;
• explain unfamiliar vocabulary;
• and discuss what they have understood.

Learners still following the phonics programme should read fully decodable books matched to their current knowledge.

More confident readers should read texts that provide appropriate challenge without causing repeated frustration.

Developing Fluency

Families can support fluency through:

• rereading a short section;
• taking turns to read;
• echo reading after an adult;
• reading poetry aloud;
• practising a short performance;
• and discussing how punctuation affects phrasing.

Fluency practice should prioritise accuracy, meaning and expression rather than speed alone.

Discussing Books

Useful questions include:

• What happened?
• Which part was most important?
• What does this word mean here?
• Why do you think the character acted that way?
• What evidence supports your idea?
• What might happen next?
• What is the main idea?
• What does this remind you of?
• How is this text organised?
• Whose viewpoint is presented?
• Would you recommend this book? Why?

Families do not need to ask every question after every reading session.

Conversation should support understanding and enjoyment rather than turn reading into a test.

Supporting Book Choice

Families can help learners broaden their reading by:

• visiting libraries;
• discussing interests;
• sharing recommendations;
• exploring different genres;
• reading series;
• trying poetry and non-fiction;
• rereading favourite books;
• and selecting books together.

Learners should be allowed to develop preferences while also being encouraged to encounter new authors, subjects and forms.

Building Reading Habits

Families can support regular reading by:

• setting aside a calm time;
• reducing distractions;
• making books accessible;
• modelling their own reading;
• talking positively about books;
• and celebrating progress.

Where home routines make daily reading difficult, families should speak with the school so that practical support can be considered.

Online Reading

Families can help learners evaluate digital texts by discussing:

• who created the information;
• why it was published;
• whether the source is reliable;
• whether evidence is provided;
• whether information is current;
• and whether the headline reflects the full content.

Seeking Support

Families should contact the class teacher where they are concerned about:

• inaccurate word reading;
• slow or effortful reading;
• repeated guessing;
• limited understanding;
• reluctance to read;
• difficulty selecting books;
• weak vocabulary;
• low confidence;
• or limited access to suitable reading materials.

The school can help identify whether the learner needs support with decoding, fluency, vocabulary, comprehension or reading habits.

Our Reading curriculum is planned so that learners develop increasingly secure word reading, fluency, vocabulary, comprehension, literary knowledge and independence.

The summaries below should be read alongside the Early Reading and Phonics page, the reading progression documents and the whole-school reading spine.

Nursery

Children develop:

• listening;
• vocabulary;
• enjoyment of stories;
• rhyme awareness;
• book handling;
• oral storytelling;
• prediction;
• retelling;
• and confidence in talking about books.

Reception

Learners begin formal phonics through Read Write Inc.

They develop:

• phoneme–grapheme knowledge;
• blending;
• early word reading;
• decodable-text reading;
• vocabulary;
• listening comprehension;
• retelling;
• prediction;
• and early fluency.

Year 1

Learners develop:

• increasingly secure decoding;
• automatic recognition of familiar words;
• early fluency;
• literal understanding;
• retrieval;
• sequencing;
• prediction;
• vocabulary;
• and enjoyment of a growing range of texts.

Year 2

Learners consolidate decoding and develop:

• greater fluency;
• phrasing;
• expression;
• wider vocabulary;
• inference;
• summarising;
• discussion;
• and increasing reading stamina.

Learners who remain insecure continue systematic phonics support.

Year 3

Learners develop:

• increasingly fluent reading;
• understanding of more complex sentences;
• broader vocabulary;
• summarising;
• inference;
• comparison;
• awareness of authorial choice;
• and greater independence.

Year 4

Learners deepen:

• literary knowledge;
• understanding of text structure;
• interpretation;
• evidence use;
• vocabulary;
• comparison;
• fluency;
• and comprehension across subjects.

Year 5

Learners read increasingly complex texts and develop:

• sustained fluency;
• analysis of language;
• interpretation of viewpoint;
• comparison across texts;
• critical reading;
• knowledge of genre;
• and increasingly independent book choice.

Year 6

Learners draw together knowledge from across the Reading curriculum.

They develop:

• fluent and expressive reading;
• secure comprehension;
• literary interpretation;
• critical evaluation;
• comparison of viewpoints;
• precise use of evidence;
• independent reading habits;
• and readiness for secondary education.

Year-Group Curriculum Links

The page should link to:

• Nursery Reading overview;
• Reception Reading overview;
• Year 1 Reading overview;
• Year 2 Reading overview;
• Year 3 Reading overview;
• Year 4 Reading overview;
• Year 5 Reading overview;
• Year 6 Reading overview;
• St Luke’s Reading Spine.

The following documents provide further information about Reading at St Luke’s.

Core Reading Documents

• Whole-School Reading Curriculum Overview
• Reading Progression from Nursery to Year 6
• Reading Fluency Progression
• Reading Comprehension Progression
• Vocabulary Progression
• Literary Knowledge Progression
• Reading Across the Curriculum Guidance
• St Luke’s Reading Spine
• Poetry Progression
• Non-Fiction Progression
• Reading Assessment Guidance
• Reading Intervention Framework
• Reading for Pleasure Strategy
• Library and Book-Selection Guidance
• Reading Ambassadors Framework
• English Policy or Reading Policy

Reading is led and monitored carefully because it supports success across the whole curriculum.

The Reading leader works with:

• the phonics and early reading leader;
• teachers;
• teaching assistants;
• senior leaders;
• the SENCo;
• curriculum leaders;
• librarians or library coordinators;
• governors;
• families;
• and external partners where appropriate.

Leadership responsibilities include:

• maintaining coherence from phonics into wider reading;
• reviewing curriculum plans;
• monitoring reading progression;
• checking fluency provision;
• evaluating comprehension teaching;
• reviewing vocabulary development;
• maintaining the reading spine;
• monitoring text quality and representation;
• reviewing reading across the curriculum;
• supporting staff subject knowledge;
• identifying professional development needs;
• monitoring intervention;
• evaluating library provision;
• reviewing reading for pleasure;
• speaking with learners;
• listening to learners read;
• reviewing assessment;
• and evaluating improvement actions.

Monitoring Reading

Leaders may monitor through:

• lesson visits;
• listening to learners read;
• fluency review;
• book and planning review;
• assessment analysis;
• pupil voice;
• library use;
• reading-habit information;
• intervention review;
• curriculum discussions;
• and review of classroom reading environments.

Monitoring focuses on the quality of teaching and the progress learners make.

It should not rely solely on displays, reading records or the quantity of written comprehension work.

Key Questions for Leaders

Leaders consider:

• Are learners decoding securely?
• Are those with gaps still receiving systematic phonics?
• Is fluency taught explicitly?
• Can learners read texts with appropriate accuracy and phrasing?
• Is vocabulary taught carefully?
• Do learners build sufficient background knowledge?
• Are texts ambitious and well selected?
• Does comprehension teaching go beyond generic question practice?
• Are learners reading complete and meaningful texts?
• Does the reading spine provide progression and cultural breadth?
• Are learners accessing fiction, poetry and non-fiction?
• Is reading across the curriculum taught explicitly?
• Are interventions matched to specific barriers?
• Are disadvantaged learners accessing books and enrichment?
• Are learners with SEND receiving ambitious provision?
• Do learners have time, choice and guidance for reading for pleasure?
• Are learners prepared for the next stage?

Staff Development

Professional development may include:

• reading fluency;
• comprehension;
• vocabulary;
• text selection;
• reading aloud;
• support for weaker readers;
• SEND and accessibility;
• literary knowledge;
• reading across the curriculum;
• and reading for pleasure.

Staff should understand how decoding, fluency, vocabulary, knowledge and comprehension interact.

Governor Oversight

Governors receive strategic information about:

• reading curriculum quality;
• progress and attainment;
• vulnerable groups;
• intervention impact;
• reading culture;
• library provision;
• professional development;
• and improvement priorities.

Information is presented without identifying individual learners.

Further information about Reading at St Luke’s is available through the English Hub and the related Early Reading and Phonics page.

Parents and carers can request:

• more detailed information about the texts taught in a particular year group;
• copies of reading curriculum overviews;
• the St Luke’s Reading Spine;
• guidance on reading at home;
• support with fluency;
• support with comprehension;
• help selecting books;
• information about the library;
• clarification about reading assessment;
• information about reading intervention;
• accessible versions of curriculum documents;
• and details of reading events or workshops.

Please contact the class teacher or school office through the contact details provided on the school website.

Families are encouraged to raise concerns promptly if a learner:

• avoids reading;
• appears anxious;
• reads inaccurately;
• reads very slowly;
• struggles to understand texts;
• has limited vocabulary;
• repeatedly chooses books that are too difficult or too easy;
• or is not making expected progress.

The school will review the learner’s needs and identify whether support is required in decoding, fluency, vocabulary, comprehension, language or reading engagement.

Paper copies of curriculum information can be provided on request.

The school welcomes constructive feedback about the accessibility and usefulness of its Reading information. Published content is reviewed regularly to ensure that it remains accurate, clear and consistent with the curriculum learners receive.