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Reading (Statement of intent, implementation and impact)

Goldenhill Primary Academy

Statement of Intent, Implementation and Impact




Statement of Intent

At Goldenhill, we believe that the teaching of reading is integral to a child’s understanding and appreciation of the world around them; a platform that allows our children to see beyond what they know, share in cultural experiences and develop the vocabulary they need to effectively express themselves. Our reading curriculum strives to foster a lifelong love of reading.  We cultivate the behaviours that they will need to be discerning readers as they read frequently and widely using self-regulation strategies and discuss what they read. This curriculum is delivered through synthetic phonics, a linked approach to shared and guided reading, home reading, reading across the curriculum, regular opportunities for independent reading and hearing quality texts read aloud every day. All of these are essential components as they offer the range of opportunities needed to develop fluent, enthusiastic and critical readers. 

It is important that children are motivated to read at home regularly; when their reading opportunities increase, so does their fluency and stamina which in turn increases their enjoyment of reading. Therefore, the link between children’s motivation to read and reading for pleasure is reciprocal. Furthermore, we know that reading pleasure is beneficial not only for not only reading outcomes, but for wider learning enjoyment and mental wellbeing. Thus, we work hard to foster a love of independent reading and build communities of engaged readers. We understand the significance of parents and carers in supporting their children to develop both word reading and comprehension skills so we endeavour to build a home-school partnership which enables parents and carers to have the confidence to support their children with reading at home. 

Reading is at the very heart of our curriculum. We are committed to promoting a love for reading and not only giving children opportunities to read in English lessons, but in the wider curriculum too.



Implementation (Early Reading and Phonics)

Learning to read is one of the most important things a child will ever learn. It underpins everything else, so we believe in putting as much energy as we possibly can into making sure that every single child learns to read as quickly as possible. We also want our children to develop a real love of reading and to want to read for themselves. This is why we work hard to make sure children develop a love of books as well as simply learning to read.

We start teaching phonics in Nursery/Reception and follow the Little Wandle Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.

As a result, all our children are able to tackle any unfamiliar words as they read. At Goldenhill Primary Academy, we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.

Along side this the children are taught the ‘tricky words’ – high frequency words which do not follow the regular phonetic pattern.

Phonics and reading activities are taught as a whole class. Discreet phonic sessions take place daily for 15 - 20 minutes and there are also enhanced phonic activities within the indoor and outdoor environment available for the children to explore independently throughout the day – (in the Nursery and Reception classes.) Phonics provision is also supplemented by a wide range of speaking and listening, English, spelling and grammar activities.

Teachers regularly read with the children so the children get to know and love all sorts of stories, poetry and information books.  This is in addition to the books that they bring home.  This helps to extend children’s vocabulary and comprehension, as well as supporting their writing. All classrooms have attractive book corners where the children can access a wide range of books, both fiction and non fiction to help embed their love of books, stories and reading.



Children’s progress in phonics is continually reviewed through daily informal and half termly formal phonic assessments and evidence from their reading and writing.

Assessment is used to monitor progress and to identify any child needing additional support as soon as they need it.

  • Assessment for learning is used:
    • daily within class to identify children needing Keep-up support
    • weekly in the Review lesson to assess gaps, address these immediately and secure fluency of GPCs, words and spellings.
  • Summative assessment is used:
    • every six weeks to assess progress, to identify gaps in learning that need to be addressed, to identify any children needing additional support and to plan the Keep-up support that they need.
    • by SLT and scrutinised through the Little Wandle Letters and Sounds Revised assessment tracker, to narrow attainment gaps between different groups of children and so that any additional support for teachers can be put into place.


Statutory assessment

  • Children in Year 1 sit the Phonics Screening Check. Any child not passing the check re-sits it in Year 2.


Ongoing assessment for catch-up

Children in Year 2 to 6 are assessed continually and through their teacher’s ongoing formative assessment using the Phonics Tracker and interventions implemented as appropriate.



Implementation (Guided Reading in KS1)

Key expectation – Every guided reading group has an adult daily. Each session is ½ hour.

5 Guided reading sessions will take place. One of which is a cold comprehension activity completed independently.


In KS1, we take a reading squad approach.


The reading squad is a team of 5 adults (Teachers and supporting staff members from across the school) who deliver guided reading to a group of pupils 4 x per week. The 5th guided reading session is cold comprehension activity to apply skills independently.


Each member of the squad has a consistent ‘tool kit’

-Tricky words

-phase 2,3,5 sounds

-Year group expected reading words

-reading domain skill for KS1 (child friendly version reading emojis)


Teachers plan and resource every group and the sessions that will be delivered.


Each session is structured in a consistent way –every session starts off using the flash cards appropriate for the group.

When listening to reading adults will ‘live mark’ reading strategies by intervening at the point of reading and re-model the error observed in the moment of reading. (Immediate feedback).


Key Stage 1 (Read the same text all week)


Mon – Session 1 -

Focus - Book introduction and first exposure.

Key teaching points – identify front/ back cover/ blurb/ vocabulary that children will encounter/ reading strategy that will be used.


Tues – session 2 –

Focus – Prosody and second exposure to text

Key teaching points – Fluency, expression, intonation, taking account of punctuation.

The children re-read the text using expression, intonation.


Weds/Thurs – session 3 –

Focus – Oral comprehension 

Key teaching points – comprehension linked to a specific reading domain.

Adult to introduce/ reinforce the reading skill that is being focused on and what we do to answer those types of questions. Guide children through a range of questions linked to the reading domain.


Thurs/Fri – session 4 –

Focus – Written ' Cold' comprehension 

Key teaching points – comprehension

Children to answer comprehension questions. Adult to reinforce the reading skill that is being focused on and ‘live mark’ written answers.


The types of questions that children will have exposure to are:

Tick a box

Fill in the table

Draw lines to match the correct answers

Justification – give one/ two reasons why / How do you know

True / False statements

Use numbers to order

Explain a word meaning

Find and copy

Match the meaning questions.




Implementation (Guided Reading in KS2)

Guided reading is taught 5 times per week– lasting 40 minutes and shown on weekly overviews.


Monday DECODING (Reading of text) and ‘Predicting/Sequencing/Summarising’
Children will take part in reading and understanding the chapter/chapters of the week from their high quality class text. This may take place in the form of independent reading, teacher reading, partner (tennis) reading, or choral reading. During this session, there will also be a prediction / summarising or sequencing focus in order to further understand the key events of the chapter.


Children to re-read parts of the text and check that it makes sense, discussing understanding and explaining the meaning of words in context. Examples of learning activities experienced in a vocabulary session are


  • Find the meaning of unfamiliar words from the text using a dictionary.
  • Find and copy / underline or highlight a word that means …
  •  Match the definition to the word
  •  Cloze Procedure
  • Circle the word closest in meaning to …
  • Match the word on the right to its synonym on the left



Based on high quality modelling of reading skills, breaking down the question and answering in the appropriate way. Examples of learning activities experienced in a ‘Retrieval’ session are


  • Answering retrieval questions in full sentences based on the text
  • Writing own retrieval questions
  • True or False statements (explain why statements are false if appropriate)
  • Fill the gap / find the missing word
  • Multiple Choice Questions



Based on high quality modelling of reading skills, breaking down the question and answering in the appropriate way. Examples of learning activities experienced in an ‘Inference’ session are

  •  Answering inference questions in full sentences based on the text (PEE if appropriate)
  •  Match the P E E statements to make a coherent answer (if appropriate)
  •  Hot Seating
  •  Roll on the Wall (Finding evidence from the text to back up information about a character if appropriate, e.g. I think Mole is a good friend because in the text it says ……)
  • Say / think / feel (finding evidence from the text if appropriate)
  •  ‘Freeze Frames’ and ‘Thought Tapping




 Week 1: During this session, children will read a ‘cold text’, which is differentiated (e.g. from  Comprehension Ninja). Children to answer questions using a range of comprehension skills (e.g. summarising, predicting, true or false, sequencing etc.) especially those skills focussed on throughout the week.

Week 2: This session will be evidenced in Topic Books. During this session, children will read a quality ‘cold text’ based on the wider curriculum/topic, which they are studying (E.g. from CGP Books/Knowledge Organiser/ teacher made comprehension tasks). Children to answer questions using a range of comprehension skills (e.g. summarising, predicting, true or false, sequencing etc.) especially those skills focussed on throughout the week.


Implementation (Reading linked to writing in English Lessons)

In English, we use ‘differentiated texts’ to ensure that all pupils can access and are exposed to the class text. The ‘differentiated texts’ are used for daily Guided Reading lessons and feed in to writing sessions.


Implementation (Wider Reading)

Reading in the Wider Curriculum:

Each topic is supported by a range of quality fiction/non-fiction texts. These are used for fact-finding, cold comprehension, group projects and reading for meaning and pleasure.




The whole school reading progression maps have been divided into year groups for assessing children’s reading (Reading formative assessment sheets. Children are assessed using a variety of methods including Benchmarking, PIRA, Accelerated Reader, Star Reader and practise SATS papers. Our test data comes from PIRA, SATs, Benchmarking and Accelerate Reader. In addition, evidence from Guided Reading sessions (Reading Squads/ Reading Journals) is used to formatively assess children using the formative assessment sheets in order to identify gaps and plan subsequent lessons.  


Reading for pleasure and Home Reading:

EYFS has ‘Story Time’ daily and in KS1/2 the minimum expectation is 3x PW. The aim of this is to further expose children to a range of texts, promote the love of reading and to build the vocabulary that the children are exposed to.


Our school and class libraries allow children to immerse themselves in the wonderful world of books. They are stocked with an attractive range of fiction and non-fiction to support every ability and reading choice and encompass the latest reading trends and classic texts that should be part of every child’s primary school experience- building the children’s cultural capital. Each class has a weekly library slot where they can spend quality time exploring the texts it has to offer. During this slot, children are also invited to take home a ‘Reading for Pleasure’ book in addition to their school reading book. To promote parental engagement in home reading we invite parents/grandparents to a reading breakfast, where they can share stories together before school. We also provide parental workshops which are designed to facilitate engagement between parents, the school and their children’s reading. They begin with messages about the importance of reading for pleasure which is followed by informal parent/children reading time supported by teachers where necessary. In addition, we address book poverty by giving out free books to identified children and arranging ‘Book Swaps’. We also celebrate reading together throughout the year by taking part in both school based, local and national reading initiatives including the Read for Good Readathon, National Poetry Day, World Book Day, author visits, book swaps and extreme reading challenges.


Children in Reception and Y1 take home a Little Wandle book that is phonically decodable and matches the phonemes that they are secure with. In Y2, if children did not pass their phonics screening they will also take home a Little Wandle book that is matched to the phonemes they are learning in their phonics intervention, however other children will be ‘benchmarked’ and take home a colour banded book. From Y3, all children who are working at ‘Gold’ or above will move on to the Accelerated Reader programme. These children will take a Star Reading Test which will give them a ZPD which enables the children to select home reading books at an appropriate level. Once children have completed their reading book, they take an Accelerated Reader reading practice quiz on that text to ensure that they are comprehending their independent reading. The results of these tests, along with the teacher’s judgement, help us to decide whether the child is ready to move on to more challenging texts. It is through this that we ensure progression in the children’s home reading.


In order to promote home reading further, all children in KS1 are encouraged to read a minimum of 4 times PW at home. Each time a child reads at home they move their name on the interactive display and children who reach the end of the display by the half term, wins a prize. In KS2, children are encouraged to build their ‘word count’ and move up the ‘word count’ wall. Each time the children reach the next step on the wall, they earn raffle tickets to win books and vouchers. Once children reach the Millionaires Club, they are awarded with a Kindle.  

Reading Emojis

Reading Reward System 

At Goldenhill, we believe that 'Reading' is the gateway to a child’s future. Like anything, reading takes time and practise but without the skill of being able to read fluently, children will struggle in accessing the rest of the Curriculum. They may be a budding Historian, with a love and thirst for knowledge about the past, but without the skill of being able to read fluently, children will find it difficult to reach their potential. At Goldenhill Primary Academy, our amazing teachers teach and support children to read fluently, understand and discuss what they have read and are incredibly passionate about instilling a love for reading in children, no matter their age, gender or background. We are always looking for new ways to revitalise rewards around reading at home and below is our school reward systems for reading.



Children are expected to read at home and have their diary signed by an adult an average of 4 times per week (minimum). Each time that children read at home, it will be recorded on children’s personal ‘Aiming High’ record sheet. For example, in an 8 week term (4 times per week) the target will be to read at home 32 times. Children who reach the target of 32 by the last day of the half term will be presented with a prize and a certificate in the merit assembly. Throughout the half term, children who are working hard towards their target will be rewarded with stickers and texts home. Each week in Reception, there will be a ‘Reading Champion’, who will get to wear a ‘Reading Champion’ badge for the week. This will be someone who has been showing great enthusiasm, hard work and resilience.


Children are expected to read at home and have their diary signed by an adult an average of 4 times per week (minimum). Each time that children read at home, they will move their personal hot air balloon on the interactive classroom display to the corresponding cloud. The target ‘cloud’ for each half term will be different depending on the amount of days in the half term. For example, in an 8 week term (4 times per week) the target cloud will be ‘32’. Children who reach the target cloud by the last day of the half term will be presented with a prize and a certificate in the merit assembly. Once children are halfway to the ‘target’ cloud, a motivational text will be sent home and children will win a small treat from the class teacher.


Children are expected to read at home and have their diary signed by an adult an average of 4 times per week (minimum). This will be monitored by class teachers overseeing the amount of quizzes taken and passed / words read using the Accelerated Reader Programme. Each class will have a ‘Word Count Wall’ displaying the overall amount of words read by each child. This is calculated using the Accelerated Reader Programme each time children pass a quiz. Each time children hit a new milestone on the reading wall e.g. ‘10,000 words read’ they will win a reading raffle ticket. Each time a raffle ticket is awarded, children will place in KS2 raffle box and at the end of a half term, a name will be drawn and voucher won.



Highest Word Readers

Each half term, children in each class from Y3 – Y6 with the highest word count (based on passing Accelerated Reader quizzes) will be presented with a certificate and a £5 book voucher in the Merit Assembly. In Reception, Y1 & Y2 the child who has read the most times will be presented with a certificate and a £5 book voucher in the Merit Assembly.


Millionaires Club

The Millionaire’s Club is aimed at, but is not limed to, children in Y5 and Y6. Children who, throughout the academic year, reach 1,000000 words will be presented with a Millionaires Club Badge, appear on the Millionaire’s Club ‘Wall of Fame’ and will be awarded with a certificate and a Kindle.


Reading Ambassadors

At Goldenhill, one Reading Ambassador from each class is chosen each term.  Reading Ambassadors are chosen for their love of reading, their effort and resilience when it comes to reading and their willingness to share their passion and enthusiasm with others to promote reading throughout the school. Reading ambassadors will be presented with a special badge.

Here are just a few roles of a Reading Ambassador:

  • Part of the job of the reading ambassador is to encourage others in their class to read
  • Share book reviews and recommendations with their class
  • Complete library audits to find out what books, genres, dictionaries and thesauruses are needed to support reading and learning
  •  Help with Reading Events across the school.
  •  Help create displays to promote reading within school.
  • The older Reading Ambassadors will read to other classes, mainly Key Stage 1, to help show what great reading role models they can look up to.
  • Pull winners out for the reading raffle and present the reading certificates and awards in merit assembly