Reading is prioritised throughout our school and is an integral part of daily routine. Our whole-school approach includes:

  • All core departments deliver  guided reading once per week and staff model the process of reading to pupils.
  • A whole school guided reading mat is utilised in lessons to help structure questioning.
  • Within English lessons pupils read a variety of set texts, plays and poetry to engage with reading.
  • Once a week, students ‘drop everything and read’ in English.
  • The “Bookbuzz” reading scheme is in place  to enable pupils get to take home their own book.
  • Reading for pleasure sessions are in operation
  • A series of Interventions for reluctant and weak readers.
  • KS2 students have a reading bag which goes home every day.


We have developed a rigorous approach to the reading curriculum that ensures that all pupils develop fluency, comprehension, confidence and enjoyment in reading. We have:

  • daily reading interventions delivered through the The Link and the library
  • pupils actively read in lessons and are encouraged to read aloud to improve confidence and fluency.
  • staff have ‘I am Reading’ posters displayed, which foster a culture of reading and ignites exciting conversations around reading interests.

Every pupil has access to the school library:

  • We have two bespoke libraries to ensure every key stage has access to read, study and attend reading interventions, with a range of diverse texts are available
  • We have a full time teaching assistant who delivers all the library reading interventions including fluency interventions, reading for pleasure, guided reading and comprehension interventions

All pupils complete baseline assessments for reading:

  • We use the Accelerated Reader programme which gives teachers the information they need to monitor students’ reading practice and make informed decisions to guide their future learning.
  • At Year 9, 10 and 11, we use a Diagnostic Reading Analysis for pupils who need urgent interventions with comprehension, fluency  and a phonics.
  • We use the Accelerated Reader reports  to reveal how much a student has been reading, at what level of complexity, and how well they have understood what they have read.
  • Vocabulary growth and literacy skills are also measured, giving teachers insight into how well students have responded to reading schemes and class instruction.
  • For KS2 and KS3 we use the Jolly Phonics screening programme
  • we also use IDL as a literacy improvement tool. This digital platform is used to practise phonics, spelling, punctuation, sentence and reading skills at a level appropriate to a pupil’s own ability.
  • This data allows the school to implement swift interventions, which run for a full term and is collected via the library and The Link and the impact of the intervention is measured.

Pupils within the bottom 20%  receive additional support and  interventions immediately with reading and literacy:

  • Reading interventions are identified by the Head of English, who collaborates with the SENCo to ensure interventions are timetabled and monitored.
  • Reading interventions are facilitated in The Link (SEND) and the library and impact is measured half termly.

At Key Stage 2 we use the ‘Jolly Phonics’ programme, staff have received external CPD to ensure they are fully trained. We also offer phonics based interventions at Key Stage 3 and 4 for those pupils identified.

  • Staff have accessed extensive CPD for reading including; how to model reading, being a role model for reading, guided reading and pre-teaching vocabulary.

“The culture and ethos of the school encourages a caring and supportive environment in which learning and good behaviour can flourish.”

Ofsted