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Reading

"I do believe something very magical can happen when you read a good book."

- J.K Rowling

Curriculum Intent

At St Patrick's, reading is the golden thread woven through our entire curriculum - we believe that reading is the gateway to all learning, personal empowerment, and life opportunities. We recognise that learning to read is non-negotiable, but choosing to read is transformative. We aim to nurture empathetic, curious, and critical thinkers who see reading not just as an academic skill, but as a source of joy, escape, and discovery.

Curriculum Implementation

Early Years Foundation Stage & Key Stage 1: Building the Foundations

  • Systematic Synthetic Phonics (Read Write Inc.):

    • Phonics instruction begins immediately in EYFS using the Read Write Inc. (RWI) programme, taught daily with total fidelity and consistency.

    • Children learn the 44 common sounds in the English language and how to blend them (using 'Fred Talk') for reading and segment them for spelling.

  • Fully Decodable Books:

    • Early reading books brought home are matched precisely to each child’s current RWI phonic stage. Children practice reading books containing sounds they know, building fluency, speed, and confidence without reliance on guesswork.

  • Language & Story-Rich Environments:

    • In EYFS and KS1, high-quality picture books, rhymes, and oral storytelling are integrated daily to expand spoken vocabulary and develop early listening comprehension.

Key Stage 2: Fluency, Depth, and Reading Across the Curriculum

  • Transition to Mastered Fluency:

    • As children graduate from the RWI programme, the focus shifts seamlessly to advanced fluency, prosody, and deep comprehension through whole-class and guided reading approaches.

  • Explicit Comprehension Instruction:

    • Children are explicitly taught core comprehension domains—inference, retrieval, prediction, summarisation, explanation, and vocabulary analysis—using high-quality, ambitious texts.

  • Cross-Curricular Reading:

    • Reading is used as the primary vehicle for acquiring knowledge across all foundation subjects. Children engage directly with historical sources, scientific studies, geographical reports, and digital media, learning to navigate non-fiction and complex text structures.

Cultivating a Reading Culture

  • Daily Teacher Read-Aloud: Every class enjoys a daily protected story time when teachers read aloud ambitious, carefully curated literature slightly above the pupils' independent reading levels.

  • Diversity & Representation: Our reading canon serves as both windows and mirrors—reflecting children's own lived identities and opening windows onto diverse cultures, histories, and global perspectives.

Parent Partnerships: Reading at Home

We recognise that parents and carers are a child’s first and most enduring educators. Research consistently shows that parental involvement in reading is the single powerful factor in a child’s academic success and emotional development. We actively work in partnership with families to create a seamless link between home and school reading environments.

The Role of Home Reading

  • EYFS & KS1 (Building Fluency & Enjoyment): Children take home two distinct types of books:

    1. A Decodable RWI Book: Matched directly to their phonics group, designed for the child to read to the adult to build decoding confidence and fluency.

    2. A 'Sharing Book': Chosen freely by the child from the school library, intended for the adult to read with or to the child to foster enjoyment, rich discussion, and vocabulary acquisition.

  • KS2 (Developing Independence & Critical Thinking): Children select age-appropriate books from our structured class libraries. They are encouraged to read daily for at least 20 minutes, balancing independent reading with continuing shared discussions with adults at home.

Parent Guidance and Support

To empower families to support reading effectively, we provide structured guidance throughout the year:

  • RWI & Phonics Workshops: Parent workshops for EYFS and Year 1 families explaining pure sound pronunciation, how RWI operates, and how to support early blending at home without frustration.

  • Home Reading Records: Clear home-school reading records providing prompts, sound guides, and comprehension question starters tailored to each stage of development.

  • Video Resources & Guidance Sheets: Digital access to RWI video tutorials demonstrating correct sound pronunciation ('pure sounds') and top tips for reading aloud with older children. These will be shared via ClassDojo. 

  • Targeted Support for Families: Tailored guidance, multi-lingual book provisions, and reading lending libraries for families who need extra resources or confidence to support reading at home.

Assessment: How We Monitor & Support Progress

Assessment in reading is continuous, diagnostic, and actionable, ensuring that no child falls behind.

  • Phonics Assessment (RWI Progress Tracking):

    • Children in EYFS and KS1 are assessed every 6–8 weeks using the official RWI assessment tool to monitor sound knowledge, blending ability, and reading speed. However, if we feel a child is ready to move group before the next assessment point, the RWI Leader will assess and check, so progress isn't hindered. 

    • Assessment data directly informs fluid ability grouping, ensuring every child receives targeted instruction at their exact challenge point.

  • Targeted 'Fast-Track' Intervention:

    • Any child identified as falling behind their peers receives immediate, 1:1 or small-group RWI Fast-Track Tutoring to address specific sound or blending gaps before they widen.

  • Fluency & Comprehension Monitoring (KS1 & KS2):

    • Formative assessment during daily reading lessons tracks individual progress in vocabulary retrieval, inference, and summary skills.

    • Standardised reading assessments (NFER) are used termly to track reading age, measure scaled progress, and highlight pupils requiring additional comprehension support or challenge.

  • Phonics Screening Check (Year 1):

    • Year 1 pupils take the national Phonics Screening Check in the Summer term. Data is analysed to arrange targeted support in Year 2 for any child who requires further phonic reinforcement.

Impact: Outcomes for Life

By the end of Key Stage 2, our reading curriculum ensures that pupils leave our school as:

  1. Fluent, Capable Decoders: Equipped with automatic phonic decoding and strong reading stamina.

  2. Independent Learners: Able to access, evaluate, and learn from complex texts across the secondary curriculum and in everyday life.

  3. Passionate Readers: Possessing a genuine love for books that enriches their emotional wellbeing, empathy, and imagination for life.

  1. Reading to your Child