English Reading

Reading Intent, Implementation and Impact Statement   


The National Curriculum for English (reading) aims to ensure that all pupils:

  • Read easily, fluently and with good understanding.
  • Develop the habit of reading widely and often, for both pleasure and information.
  • Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading.
  • Appreciate our rich and varied literary heritage.


At Longney Church of England Primary Academy, we believe that all children should have the opportunity to be fluent, confident readers who are able to successfully comprehend and understand a wide range of texts.  We want our children to develop a love of reading, a good knowledge of a range of authors, and be able to understand more about the world in which they live through the knowledge they gain from texts.  By the end of their time at primary school, all our children should be able to read fluently, and with confidence, in any subject in their forthcoming secondary education.  We believe all children can achieve and make progress in their reading.   We understand the importance of parents and carers in supporting their children to develop both word reading and comprehension skills, and so we want to encourage a home-school partnership which enables parents and carers to understand how to enhance the skills being taught in school through good quality texts.



Whole School Approach:

We teach reading through the approach of Hooked on Books, so that all the children have access to the age-related skills and knowledge contained in the National Curriculum.  The children are encouraged to be Book Detectives which is to read in an alert way, think hard about reading, follow lines of enquiry, investigate thoroughly, are always on the lookout for clues and put together smaller pieces of evidence to draw conclusions.  Through this approach, children are supported and challenged to ensure everyone progresses in their reading skills.  Within lessons, teachers, and teaching assistants target support to enable children to achieve at age related level, as well as children being given opportunities to give extended explanations, targeted questioning requiring more reasoned answers and making greater links across and between texts.


Phonics: Early Years and Key Stage One:

Children are taught as a whole class, focusing on individual phonemes, groups of phonemes and common exception words within different phases. We follow the Letters and Sounds scheme in both the Reception and Key Stage 1 classes.

Children who need extra support to learn the phonemes are given individual additional support from teachers and teaching assistants, either within the whole lesson or as part of planned interventions that take place in addition to the lesson.

During the Summer Term in Year One, children undertake the Phonics Screening Check which assesses their ability to apply the phonemes they have learnt to read real and alien words.  Children who do not pass their Phonics Screening Check will have support in a form of intervention to enable each child to pass the check in Year Two. 


Whole School Reading Scheme:

In Reception and Year One, the children read the Phonics Bug scheme of books read in conjunction with the taught phonemes.  When the children have completed all the phases in the Phonics Bug Scheme, they then move on to the whole school scheme which are books that are categorised according to the book banding system, this continues throughout Key Stage Two.  All children have a home-reading record which they are encouraged to take home daily.  Parents and carers are asked to add comments to the home-reading records to indicate when they have read.  


Marking and Feedback:

Feedback and assessment of reading should be completed within the lesson.  All marking and feedback is given in line with our marking and feedback policy.


Summative Assessment

Summative assessments will be entered into Target Tracker using the assessment made during a reading lesson.  Teachers will use their professional judgement to determine whether a child is working within age-related expectations, above or below.  They will base their judgements for the most part on the quality of the children’s responses during book talk lessons and their written responses outcomes the children give after structured teaching within agreed reading skills.

Teachers also complete reading assessments (PM Benchmark, SAT’s papers) to provide another piece of evidence to support their assessment judgement. 



Pupils will:

  • enjoy reading across a range of genres;
  • be able to succeed in all reading lessons;
  • use a range of strategies for decoding words, not solely relying on phonics;
  • have a good knowledge of a range of authors;
  • be ready to read in any subject in their forthcoming secondary education.
  • Parents and carers will have a good understanding of how they can support reading at home, and contribute regularly to home-school records.
  • The percentage of children working at ARE within each year group will be at least in line with national averages.
  • The percentage of children working at Greater Depth within each year group will be at least in line with national averages.
  • There will be no significant gaps in the progress of different groups of children.