'Reading Intent, Implementation, and Impact
‘Growing Global Citizens’


We intend each and every one of our students to learn to read fluently, as quickly as possible so they quickly build the bridge between word recognition and comprehension. This is essential for children to access all other areas of the curriculum and is the reason why reading is a key curriculum driver and the heart of everything we do at Broseley C of E.

In addition to this, we want children to establish an appreciation and love of reading at all stages of their learning journey. We are committed to sharing high quality and vocabulary-rich texts across the curriculum as the teaching of reading is integral to our children’s understanding and appreciation of the world around them. Children will know that reading is a platform that allows them to see beyond what they know, enabling them to share in cultural experiences, and will develop the vocabulary needed to effectively express themselves.

By the time our pupils leave Broseley C of E Primary School, we envisage that children will be competent readers who can recommend books to their peers, seek out books from a range of different genres, including poetry and engage in discussion about authorial choices or impact on the reader.
Once our pupils have unlocked the key to reading here with us at Broseley C of E, it is our intention that they will be lifelong lovers of reading and are able to apply their reading skills to access any subject in their secondary education and beyond.

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.

We immerse children (and adults) in reading which is evident throughout the school with high quality texts available throughout the learning environment:  in classrooms, in book nooks, in corridors, in the staff room and within our school library which is run by our dedicated librarian, Ms Young.

Our reading curriculum is expertly mapped to ensure that children are exposed to a wide range of texts which include those that are linked to our key curriculum drivers of sustainability, equality, and empowerment; contain key knowledge and themes from our curriculum subjects; and explore texts which are difficult and deliberately resist comprehension, through our reading spines: archaic language, non-linear time sequences; narratively complex; complexity of the story; resistant, and diverse texts.

Early Reading (Word reading):
To ensure that every child in our school will learn to read we:

Use one synthetic phonics programme from YR to Y2:
We use Unlocking Letters and Sounds to teach phonics and graphic knowledge (common exception words and tricky words) as it offers precise structure and a ‘whole class mastery’ opportunity. We have fidelity to this one programme. We supplement this scheme with precision teaching to target specific areas that children need the most support with. The flexibility of which helps build the confidence of our students.

Using this programme, we are confident that:

  • grapheme/phoneme (letter/sound) correspondences are taught in a clearly defined, incremental sequence;
  • we introduce children very early on to a defined initial group of consonants and vowels, enabling them to read and spell as soon as possible many simple CVC words;
  • children are taught the highly important skill of blending phonemes, in order, all through a word to read it;
  • children are taught to apply the skills of segmenting words into their constituent phonemes to spell; blending and segmenting are reversible processes.
  • Multi-sensory activities used are interesting and engaging but firmly focused on intensifying the learning associated with its phonic goal.

The programme is begun almost immediately as children enter Reception.

2. We make time to teach phonics:
We ensure enough time and priority are given to fully implement our Phonics programme. Children in EYFS and Year 1 have 5x weekly phonics session lasting for an average of up to 20 mins. However, the teaching extends beyond ‘dedicated time’ and is applied and reinforced when appropriate throughout day. The pace of the programme is maintained.
Children are grouped into year groups and assessments are carried out at different milestone points. Groups are differentiated to cater to the pupil needs through levels of teacher input and expected outcomes. Interventions are in place to support children who require further consolidation of sounds following regular assessments.

The structure of each session is as follows:

1. Revision and review of prior knowledge e.g., prior sound
2. Introduction and modelling of new sound through teaching
3. Practise of new sound
4. Application of new phoneme though either of selected activities:
- Identifying the new phoneme in a sentence
- Reading the new phoneme
- Recalling the new phoneme
- Writing the new grapheme

Year 2
Children who did not pass the phonics screening at Year 1 or need further consolidation, will continue with the structure of phonics sessions that were delivered in Year 1. All children in Year 2, get access to the consolidation of previous phases and phase 6.

3. Children practise early reading with fully decodable books:
Reading books in EYFS and Year 1 are:

  • matched to phonic knowledge alongside use of alternative strategies e.g. whole-word recognition and/or cues from context, grammar, or pictures.
  • are closely matched to the programme used;
  • are fully decodable at child’s current level and practise phoneme(s) most recently taught
  • are not mixed with non-decodable books for independent reading practice
  • include a controlled, small number of ‘tricky words’ the decoding of which has been specifically taught
  • are continued in progressive sequence until a child can confidently decode words involving most common grapheme representations of all phonemes.

4. There is effective provision for all children:
Grouping is appropriate for our school and effective in ensuring success for all children. TAs are deployed and used to optimum effect. Progress is continually assessed using a simple but effective system. Regular progress meetings are held.

5. We have the expectation that all children will attain or exceed expected standards:
Teacher and school expectations are high for all children regardless of background. A ‘can-do’ ethos permeates all our teaching. There is confidence that teaching the programme will ensure success. Small-steps success is built in and celebrated, and all children are continually praised and encouraged.
We expect our children to meet the following milestones in terms of their phonological development through EYFS and Key Stage 2:

(Unlocking Letters and Sounds):
- End of Autumn Term: Completed Phase 2 and Started Phase 3
- End of Spring Term: Completed Phase 3
- End of Summer Term: Completed Phase 4

Year 1:
End of Autumn Term: Y1: Consolidated Phase 4 - Completed Phase 5

We assess our pupils using a combination of half termly assessments:
November: Expected Score on Phonics Screening Check of 8/10
February: Expected Score on Phonics Screening Check of 16/20
April: Expected Score on Phonics Screening Check of 24/30
June: Expected score on Phonics Screening Check of 32/40

Year 2:
Phase 6 (consolidation of Phase 5 depending on pupils needs)

We particularly closely monitor children making the slowest progress. Children in danger of falling behind, or who are working under expected levels (lower 20%), are swiftly identified and additional support is provided to enable them to keep up. We give catch up support by providing group interventions. The content of these sessions is determined by ongoing gap analyses and our in-depth knowledge of each child. Children experiencing significant difficulty are provided with intensive, individual support to reach the required standard.

6. We build a skilled team who can teach phonics:
Members of staff from each key stage (teachers and teaching assistants) have accessed external training (Unlocking Letters and Sounds), our EYFS and ks1 teachers and support staff have accessed further in-house training and development from our senior leader for EYFS, Mrs Davis. For those staff who are providing additional support for our weakest readers, we support staff trained in using precision teaching and echo reading.

7. We have a dedicated Phonics lead who ensures quality, consistency, and continuity of teaching:
Our Phonics Lead is a teacher with expertise in and direct experience of teaching phonics. Our Phonics Lead has dedicated time to fulfil the role and her responsibilities include monitoring, mentoring, and modelling. Consequently, all Phonics teaching is consistent and of high quality.

8. The development of word-reading is fully balanced by the development of vocabulary, comprehension, and a love of books:

A wide range of high-quality books are read to, and shared with, children daily accompanied by frequent discussion of books to develop understanding. Teachers have extensive knowledge of children’s books and read aloud with enthusiasm and in engaging ways. Books have high profile around classrooms and school and are used across all curriculum subjects.

Reading Comprehension

  • Guided reading/Reciprocal reading:

We encourage our pupils to discover new information and develop their comprehension skills by reading widely using both fiction and non-fiction texts. 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, allowing the children the ability to make informed choices about their book selections through high-quality book talk.
Comprehension texts are carefully selected by the Literacy Lead across Key Stage 1 and 2 to ensure progression and breadth of coverage.

Explicit teaching of reading comprehension takes place from Reception. In Years 1 and 2, this takes the form of small, guided reading groups using a variety of texts throughout the week which follows a consistent structure which supports their phonics learning.

From the middle of Year 2 (or when the children are deemed ready to progress) to Year 6, we use a reciprocal reading strategy that explicitly teachers the key reading domains of prediction, clarification, questioning and summarising. The level of challenge increases throughout the year groups through the complexity of texts being read. This approach has extensive evidence of successfully improving reading comprehension (EEF Improving Literacy Document).

  • Reciprocal reading involves a dialogue between the teacher or teaching assistant and the children for the purpose of jointly constructing the meaning from text;
  • It is a group activity – the adult initially leads the group with effective reading strategies which the children learn to use for themselves, independently;
  • It is interactive and suitable for all readers including children with SEND;
  • The strategies practised are prediction, clarification, questioning and summarising.

Reciprocal Reading Texts

Broseley C of E Reading Spines

The Rationale

  • Our guided/reciprocal reading selections are the types of texts that our students need to have extensive experience with if they want to be able to succeed and compete in the wider world – think cultural capital.
  • The idea is that in each year, a child will cover all 6 plagues of reading so that, by the time they reach year 6 and beyond, they have a good understanding of all of them and are able to access the more complex books introduced in secondary school.
  • This only considers narratives and poems so a good balance of topic appropriate non-fiction will also be read to help further develop children’s background knowledge of the subject they are studying. This will be delivered through the non-fiction texts that are read and examined at the start of each term that are directly linked to our key areas of study: science, history, geography, art, maths etc.
  • We have taken to using these “Six Plagues” as markers of text complexity and to explicitly ask our teachers to expose students to books that feature them to ensure the rigor of their reading and their preparedness for secondary school. 

The 6 Plagues of Reading:
Archaic Language
The vocabulary, usage, syntax, and context for cultural reference of texts over 50 or 100 years old are vastly different and typically more complex than texts written today. Students need to be exposed to and develop proficiency with antiquated forms of expression to be able to hope to read more complex texts when they move to secondary school and beyond.

Non-Linear Time Sequences
In most texts written specifically for children, time unfolds chronologically in a logical sequence. The story is narrated in a given style and this remains consistent.

In the best books, time moves in fits and starts. It doubles back (think starting with the end and then jumping to past events and back to the present).

The only way for children to master such books is to have read them time and again and to be carefully introduced to them by a skilled teacher.

Narratively Complex
Unreliable narrator:  Books are sometimes narrated by an unreliable narrator. A narrator is “unreliable” when we have reasons to doubt the versions of events he or she is presenting to us as factual in a story. Whether it be for reasons of mental instability or self-preservation, we know the narrator isn’t disclosing everything to us, or isn’t telling us the whole truth.

Multiple Narrators: Other books have multiple narrators which make the story more complex as the offer the reader differing perspectives and experiences (sometimes of the same event).

For example: ‘Wonder’ by R J Palacio explores the effect of disability on the main character, August but also offers an alternative perspective of his sister Via.

Multi-plots: Some books have multiple intertwined and apparently (for a time) unrelated plot lines. These are far harder to read than books with a single plot line and students need to experience these as well.
Non-human narrators: some stories are complex as the narrator is non-human.

For example: War Horse, Why the Crayons Quit etc.

Figurative/Symbolic Text
Texts which happen on an allegorical or symbolic level. Not reflected in Lexiles (how difficult the words are to read); critical forms of text complexity that students must experience.

For instance, what is the meaning behind the green light in The Great Gatsby or the One Ring in The Lord of the Rings? These things symbolize the characters’ internal struggles and central themes of the texts. Symbolism (Think Boomtastics) is one of the things that elevates writing to an art form. It allows the writer to paint a portrait with their words and helps readers visualize what is happening on the page to uncover hidden meanings.

The literary definition of symbolism is “the use of symbols that represent other concepts or ideas in order to convey a deeper meaning.” Symbolism can use an object, person, situation, event, or action with a deeper meaning in the overall context of literary work that goes beyond surface understanding.

Resistant Texts
Texts written to deliberately resist easy meaning-making by readers. Perhaps half of the poems ever written fall into this category. You must assemble meaning around nuances, hints, uncertainties, and clues.

Diverse Texts
These texts will encompass our drive for our children to be empowered global citizens: to understand that the world is inhabited by a range of diverse people whose lives and experiences may be different to our own. These books teach children about all aspects of diversity, empowering them to discuss what makes all of us unique, valued and respected in terms of culture, race, ethnicity, gender, education, disability, identity, nationality, religion, sexuality, neurodiversity, social background, and beliefs.

Reciprocal Reading Texts: Year 2 to Year 6

Long Term Plan



Publication Year

Why This? Why Now?


Isadora Moon has a Birthday
Harriet Muncaster


Exploration of being unique and overcoming fears. Isadora is half vampire, half fairy.
Selected for the beginning of Y2.


Mr Majeika
Humphrey Carpenter


A transition book where children can begin to explore real to imagined worlds which can be replicated in their writing.


Fantastic Mr Fox
Roald Dahl


Complexity of the Narrator


Charlotte’s Webb
E.B. White


Archaic Text
Vocabulary, usage, syntax and context for cultural reference different to today.


The Butterfly Lion
Michael Morpurgo


Non-Linear Time Sequence
Other cultures


The Iron Man
Ted Hughes


Complexity of Plot/Symbol
Link to equality and environment


The Sheep Pig
Dick King-Smith


First text in Y3 – the short chapters are good for early confident readers.
Themes of equality and empowerment


The Firework Maker’s Daughter
Phillip Pullman


Non-Linear Time Sequence


Journey to Jo’burg


Link to Black History
Historical fiction
Other Cultures
Equality and Diversity


Varjak Paw
SF Said


Complexity of the Narrator


Emil and the Detectives
Eric Kastner


Archaic Text
Vocabulary, usage, syntax and context for cultural reference different to today.


Vashti Hardy


Complex vocabulary and diversity.


Louis Sachar


Non- Linear Time Sequence
Link to equality


The Fib
George Layton


Explores stories, life and vocabulary from the 1950’s.
Stimulates discussion on comparison between now and then – how attitudes have changed.


War Horse
Michael Morpurgo


Complexity of the Narrator
Leads into WW2 in Y6 when we teach appeasement.
Issues of loss


Sky Hawk
Gill Lewis


Equality, empowerment, and sustainability.
Emotional connection to characters.
Issues of poverty, bullying, loss – diverse text linked to socio-economic issues.


Street Child
Berlie Doherty


Equality and Empowerment
Archaic Text (in tone)
Historical fiction linked to Victorians – recap from ks1 history


Uncle Montague’s Tales of Terror
Chris Priestly


Archaic Text (in tone)
Rich Vocabulary
Links to mystery writing
Generates discussion on moral compass


Letters from the Lighthouse
Emma Carroll


Sustainability, Equality, Empowerment.
Links to WWII History unit


David Long


Empowerment and complex vocabulary.
Details the tenacity and struggles of people who overcome adversity from a range of different cultures.

Non-fiction Texts:
It is important that we expose our children to a range of texts from both fiction and non-fiction; therefore, our guided reading sessions during the first two weeks of every term are dedicated to exploring high quality non-fiction texts which contain subject specific vocabulary linked to history, geography, or science.

Support for SEND and children working below the expected standard

Children with SEND and/or reading below the expected standard for their age are quickly identified and 1:1 targeted intervention is swiftly put in place. All SEN children and children in the bottom 20% will be read with on a 1:1 basis every day using a range of strategies identified for their specific need. These include echo reading; precision teaching; Beat Dyslexia; Teach Your Monster to Read; and speech and language sessions delivered by specially trained SALT teaching assistants. All other children reading below their age expected standard will receive 1:1 reading intervention at least 3 times per week. It is important to highlight that these interventions are in addition to the children’s normal phonic or guided reading/reciprocal reading sessions. It is essential that we scaffold learning to ensure all our children receive the same exposure to our high-quality reading curriculum.

Reading interventions focus on:

  • Word reading for children who are struggling to decode

And / or

  • Reading comprehension for those children who can decode fluently but do not understand what they are reading
  • Children who have complex needs are given the opportunity to consolidate their phonics.

All programmes are rigorous and systematic with the intention that these children catch up rapidly with their peers.

Reading Books from Reception to Year 6

We ensure that children read for learning and for pleasure; therefore, children will have two books at any given time. The first is an age-appropriate book. All children in Reception and Year 1 are given a phonetically decodable book (approximately 90% of words can be independently decoded – this will be less in the initial stages in Reception).

From Year 2 onwards, if the children are reading above their reading age, children are matched with a book which is linked to their reading fluency age (all these books are age banded linked to lexical complexity). These books are to be read during independent reading time in class and can be taken home to practise reading at an age-appropriate level. Children that are continuing to take part in a phonics intervention will be matched with a matched phonetically decodable book linked to what that are being taught.

The second is a free-choice book selection from our library or from our ‘100 Books to…’ list (which are linked to our curriculum drivers of Sustainability. Equality. Empowerment). This text is to foster a love of reading and can be read in children’s free time, at home or in school.

Children in Reception and Year 1 will also have a free-choice book in addition to their matched decodable text which we encourage parents to read and discuss with them.

Fostering a Love of Reading

The following strategies and initiatives are used to encourage reading and to develop the love of reading in our school:

  • Dedicated book-talk and library sessions with our librarian
  • Play and exploration
  • Drama, choral speaking, and performances
  • Reciprocal/Guided reading
  • Daily class reading
  • Reading Ambassador sessions (reading buddies)
  • Reading nooks and a library stocked with high-quality texts
  • Regular visits to book shops
  • Regular visits from authors and performers
  • Regular literary events are held in school which include parents, carers and the wider community
  • Competitions such as the ‘100 Books to…’
  • Adult book club with parents and teaching staff

Reading at Home

Parents are helped to know how best to support their child in learning sounds by carrying out parent workshops and information on our website. Through this, parents understand how to work appropriately (and differently) with decodable books and with reading for pleasure books. Reading at home is strongly promoted; children will be encouraged to read 5 times per week - at home or school and record in their diaries. Parents/guardians will need to sign the diaries to show that they are aware of their child's reading. An adult from the class will then check this on a weekly basis and children who are not reading on a regular basis will take part in catch-up sessions to ensure they are not falling behind their peers.

We have regular reading competitions that promote the love of reading throughout the school. To promote reading across our whole community, we run an adult book club where teaching staff and parents meet monthly to discuss a shared text. Further strengthening the home-school link to reading and being role models to the children showing adults read for pleasure, too.


Children’s phonic knowledge and reading fluency is regularly assessed using quick but effective assessment which teachers use as a diagnostic tool to group children according to need, to ensure reading books are matched to each child’s reading ability or to implement interventions to ensure children who are behind can catch-up rapidly with their peers.

From Years 1 to 6, summative assessments are carried out using PIRA or previous SATs tests (also using SALFORD tests for reading fluency), at the start of each academic year and at the end of each term. These give an indication of the children’s comprehension knowledge, and the assessments are used to identify any areas of comprehension weakness such as vocabulary, retrieval, inference, summary etc. This information is used to structure specific questions and practice in guided/reciprocal reading sessions.

Early Reading Impact:

The expectation is that all children will be fluent readers having secured word recognition skills by the end of key stage one.
By the end of Year 2, we expect our children to be skilled at word reading to ensure:

  • the speedy working out of the pronunciation of unfamiliar printed words (decoding); decode most new words outside their spoken vocabulary, making a good approximation to the word’s pronunciation;
  • the speedy recognition of familiar printed words; read books at an age-appropriate interest level, accurately and at a reasonable speaking pace;
  • books at an age-appropriate interest level are read at a speed that is sufficient for them to focus on understanding what they read rather than on decoding individual words;
  • most words are read effortlessly, and children are able to work out how to pronounce unfamiliar written words with increasing automaticity.

Decoding fluently and accurately by the end of Year 2 means that no further direct teaching of word reading skills (with the exception of vocabulary development) should be needed for the majority of children at our school.

By the end of LKS2 we expect our children to:

  • Have decoding skills that are secure and hence vocabulary is developing;
  • Be independent, fluent and enthusiastic readers who read widely and frequently;
  • Be developing their understanding and enjoyment of stories, poetry, plays and non-fiction, and learning to read silently;
  • Be developing their knowledge and skills in reading non-fiction about a wide range of subjects;
  • Be able to justify their views independently about what they have read.

By the end of Year 6 we expect our children to:

  • Read sufficiently fluently and effortlessly, with understanding at an age-appropriate interest level in readiness for secondary school;

In addition, we expect our children to:

  • Have a love of reading that feeds the imagination;
  • Read widely across both fiction and non-fiction, developing knowledge of themselves and the world in which they live;
  • Have a developed vocabulary beyond that used in everyday speech;
  • Understand nuances in vocabulary choice;
  • Understand age-appropriate, academic vocabulary.


- Need to put Reciprocal Reading LTP document for reading here KS2   DONE
Progression of knowledge
and skills document for reading

Reception to Year 2 Reading Spines
Year 3 and 4 Reading Spines

Year 5 and 6 Reading Spines