English: Reading Curriculum Statement

Reading Curriculum Statement

Intent

At Healey Junior, Infant and Nursery School, we believe that reading is a fundamental life skill and the key that unlocks all areas of learning. We are committed to ensuring that every learner becomes a confident, fluent and enthusiastic reader, regardless of background, and develops the ability to read accurately and with understanding as early as possible.

We aim to inspire a lifelong love of reading, where learners choose to read for pleasure and are motivated to explore a wide range of texts. Reading is central to our curriculum, and we prioritise opportunities for learners to develop confidence in discussing books, authors and their own preferences as readers.

We provide a rich, broad and balanced reading curriculum that exposes learners to a wide range of high-quality texts across genres, cultures and time periods. This ensures learners develop strong vocabulary, deepen comprehension and gain an appreciation of our literary heritage. We also aim to develop inquisitive readers who are encouraged to ask questions, think critically and develop deeper understanding of what they read.

We recognise the importance of systematic phonics in securing early reading success. We follow a structured approach through the Read Write Inc programme to ensure learners develop strong phonetic knowledge that supports accurate and fluent reading.

Implementation

Reading is taught through a carefully planned and progressive curriculum that ensures all learners are exposed to high-quality texts and a wide variety of genres throughout their school journey. Teachers use engaging and creative approaches, including drama, role play and discussion, to develop comprehension and deepen engagement with texts.

In Years 1–6, learners take part in daily Whole Class Reading sessions. These sessions ensure all learners engage with the same high-quality text, vocabulary and discussion opportunities, enabling rich dialogue and shared understanding. Teaching focuses on developing key reading skills such as vocabulary, inference, prediction, explanation and retrieval.

In Reception and Key Stage 1, reading development is strongly underpinned by daily phonics teaching. Learners revisit prior learning, build new knowledge and apply their skills through structured, systematic phonics sessions. This supports the development of early reading accuracy and fluency.

All learners have daily opportunities to read independently and with adults. Each classroom provides a reading-rich environment, including well-resourced book corners that promote reading for pleasure and independent choice.

Home Reading

Home reading plays a vital role in developing fluency and a love of reading. All learners are provided with reading books to take home and are encouraged to read regularly throughout the week.

In Reception and Key Stage 1, learners read decodable books that are carefully matched to their phonics stage. These texts are sequenced to ensure appropriate progression and to build confidence in early reading. Once learners are secure in phonics phases 2–5, they progress onto colour-banded books to support further development.

In Key Stage 2, learners take part in the Accelerated Reader programme, which provides books matched to individual reading levels. These levels are regularly reviewed to ensure appropriate challenge and progression. Learners are also encouraged to select additional books independently from classroom libraries and reading areas, fostering ownership and enjoyment of reading.

Parents and carers are encouraged to support regular reading at home, with the expectation that learners read at least three times per week.

Promoting a Love of Reading

We are committed to developing a strong reading culture across the school. A range of enrichment opportunities supports this aim, including World Book Day, whole-school reading projects, visits to local libraries, and participation in wider reading initiatives.

Reading is celebrated throughout the school community. Weekly assemblies recognise and celebrate learners' achievements, and classrooms provide vibrant displays that showcase favourite books and promote reading for pleasure.

Impact

The impact of our reading curriculum is that learners become confident, fluent and enthusiastic readers who can access a wide range of texts independently and with understanding. They develop strong comprehension skills, a rich vocabulary and the ability to think critically about what they read.

Assessment is used effectively to monitor progress and ensure that all learners are appropriately supported and challenged. This includes phonics assessments, reading age data, book band tracking, Pixl Assessments, Accelerated Reader data, and end of key stage outcomes.

Teachers use ongoing assessment and professional judgement to ensure learners are making expected progress and to identify any gaps in learning early, allowing timely intervention and support.

Reading in the Early Years

In the Early Years Foundation Stage, reading is a key priority and is embedded within the prime area of Literacy. Learners are supported to develop early reading skills through rich language experiences, storytelling and exposure to high-quality texts.

In Nursery, learners develop early listening skills, including sound discrimination, rhyme and alliteration, alongside Phase One phonics. In Reception, learners begin systematic phonics teaching from Phase Two, developing the skills needed to segment and blend sounds for reading.

Reading is promoted through daily story sessions, engaging language-rich activities and continuous provision that encourages mark making, storytelling and early comprehension. Learners are provided with opportunities to explore books independently and with adults across all areas of learning.

High-quality texts are shared regularly to develop vocabulary, comprehension and a love of stories. Learners are encouraged to retell stories, act them out and sequence events to deepen understanding and enjoyment.

The Reading Lead Teacher is Mrs. Charlesworth.