Our approach to reading reflects the aims of the National Curriculum. We aim to:

• Develop strong spoken and written language skills.
• Encourage a love of literature and reading for pleasure.
• Enable pupils to read fluently and with good understanding.
• Develop the habit of reading widely and often, for pleasure and information.
• Build a wide vocabulary and understanding of grammar and language.

Our approach develops confident readers who can access the whole curriculum and carry a love of reading into adulthood. It is strongly influenced by Scarborough’s Reading Rope, which highlights the importance of both word recognition and language comprehension.

Pupils need to recognise words quickly and accurately while also developing vocabulary, language knowledge, background knowledge and the ability to think deeply about what they read.

Intent

At Sawley Junior School, reading is highly valued as an essential tool for learning. Pupils experience a rich range of picture books, novels and non-fiction texts.

We aim to:

• Foster a love of reading: Provide a rich and diverse range of texts that encourage lifelong reading.
• Ensure fluency and comprehension: Develop accurate, automatic and expressive reading alongside skills such as inference, prediction and making connections.
• Equip pupils for future success: Build the reading skills needed for secondary school and beyond.
• Promote inclusivity: Ensure every pupil can access and enjoy reading at an appropriate level.

Implementation

Our reading curriculum combines structured teaching with a rich reading environment.

Reading interventions

At the start of each year, pupils working below the expected reading standard complete a phonics screening assessment. Those who pass then complete a reading speed test to assess fluency.

Pupils are then placed in appropriate intervention groups:

• Daily readers: Targeted daily reading with an adult to improve fluency, accuracy and speed.
• Comprehension groups: For pupils who read fluently but need further support with comprehension.
• Phonic groups: For pupils who need to address gaps in phonics knowledge through daily phonics lessons.

This targeted approach helps identify and address gaps quickly and supports progress.

Reading Fluency

Across all year groups, reading lessons follow a weekly cycle based on a shared class text. Pupils revisit the same text through repeated reading, discussion and comprehension activities.

Fluency, accuracy and automaticity are developed through:

• Echo reading: Repeating sections modelled by an adult or confident reader.
• Choral reading: Reading aloud together to develop pace, expression and confidence.
• Paired reading: Taking turns to read and listen.
• Independent reading: Reading increasingly challenging sections independently.
• Repeated rereading: Revisiting text to build fluency and deeper understanding.

Teachers explicitly teach carefully selected vocabulary, including transferable Tier 2 vocabulary and essential Tier 3 vocabulary. Pupils discuss, explore and apply new words in different contexts.

Weekly Reading Structure

From Monday to Thursday, pupils work with the same text, allowing them to revisit and deepen their understanding. On Friday, they independently apply their skills to an unseen text.

Monday: Read and Immerse

Pupils are introduced to the text and develop an understanding of its content through fluency activities, vocabulary teaching, retrieval and discussion.

Tuesday: Read, Model, Talk, Justify

Pupils revisit the text and vocabulary. Teachers model how to answer inference questions using evidence, while pupils discuss and justify their ideas.

Wednesday: Read, Model, Write

Pupils continue to explore the text and vocabulary. Teachers model written inference responses, before pupils complete their own written response using evidence.

Thursday: Read, Model, Write

Pupils revisit the text and develop higher-order skills such as prediction, viewpoint, character understanding and authorial choice. They then complete a written response supported by evidence.

Friday: Read, Apply, Improve

Pupils independently apply the week’s reading skills to an unseen text. Answers are reviewed, misconceptions addressed and pupils given opportunities to improve their responses.

Reading for Pleasure

We are committed to developing a lifelong love of reading. We promote a positive reading culture through opportunities in school and at home.

We provide:

• Well-stocked classroom reading areas and a school library with fiction, non-fiction, poetry and graphic novels.
• Reading displays that celebrate achievements and promote recommendations.
• A carefully selected class novel shared at the end of each school day and changed each term.
• Access to the Accelerated Reader programme to support book choice and monitor progress.
• Individual Reading Records to support communication between pupils, parents and staff.
• A Reading Buddies programme, where Year 6 pupils read with younger pupils and those needing additional support.
• A One Million Word Challenge to encourage regular reading.
• Author visits, storytelling, book fairs, competitions and themed reading events.
• Participation in World Book Day.
• Strong partnerships with parents and carers to encourage reading at home.