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At Silverdale Primary Academy, reading is at the core of our curriculum. We want our children to leave our school being:

  • fluent, confident and expressive readers who have both the skill and the will to read effectively
  • readers who enjoy a  wide range of genres
  • readers for pleasure as well as for information
  • able to Read and respond to a wide range of different types of literature
  • able to understand the layout and how to use different genres and text types
  • able to understand and apply their knowledge of phonics and spelling patterns and use this to decode words with accuracy
  • able to build their bank of sight words to enable fluent reading
  • interested  in words and their meanings, developing a rich and varied vocabulary
  • able to understand and respond to literature drawn from a range of cultures and literary heritage.


Our school understands the challenge that exists between teaching children to be fluent readers whilst ensuring that we support them to develop a life-long love of reading.  Our reading curriculum is designed to achieve a balance between develop the Instructional Agenda (the skill) and the Pleasure Agenda (the will). This policy intends to promote a love of reading for all pupils whilst creating life-long readers who have the skills to access all areas of the curriculum with independence and confidence so that they go on to be successful in Key Stage 3, 4 and beyond.

Our core reading texts are linked to our mastery English curriculum to ensure appropriate level of challenge, opportunities for purposeful writing, student engagement and a breadth of experience such as current affairs, story-telling from around the world and diversity.



Reading at Silverdale Primary Academy is taught systematically. Some teaching strategies are generic across the whole school, whilst others are specific to key stages. Implementation is by the class teacher and is supported by classroom teaching assistants.


Phonics from the Start

In Nursery we immerse children in activities providing opportunities to develop their phonological awareness.

There are six aspects taught:

  1. Environmental Sounds
  2. Instrumental Sounds
  3. Body Percussion
  4. Rhythm and Rhyme
  5. Alliteration 
  6. Voice Sounds 
  7. Oral blending and segmenting

These aspects are taught in small group sessions and total immersion in a rich language environment. We aim to do this by providing a totally immersive nursery experience with lots of rhymes, singing time, rhyming stories, clapping rhythms, musical instruments taught through play at every opportunity.  Informal ways to explore letters: e.g. sand moulds, sounds of the week, phonics awareness through modelling writing, or sounding out words. 


Moving on with Phonics

  • Starting in Reception pupils will receive more formal lessons taught using the Read, Write, Inc Synthetic Phonic Programme. All our staff are highly trained to deliver this. It is taught daily, systematically both to whole class at the correct phonological stage and to discrete groups. 
  • It is important that the teaching of reading is matched to the teaching of phonics. As such, all children have a reading book that matches the sounds they have learnt or are learning in their phonics lessons.



  • Children will enter Reception having been immersed in opportunities to tune in to sounds.
  • At the end of Autumn term, most children will be able to read all set 1 sounds and blend sounds into words orally.
  • At the end of Spring term, most children will be able to blend sounds to read words and read red story books.
  • At the end of the Summer Term, most children will be able to read some set 2 sounds and read green or purple story books.


Year 1

  • At the end of the Autumn Term, most children will be secure at reading all set 2 sounds and read pink story books.
  • At the end of the Spring Term, most children will be able to read some set 3 sounds and read yellow story books.
  •  At the end of the Summer Term, most children will be secure with reading all set 3 sounds and read blue story books.


Year 2

By the end of Autumn most children will read with increasing fluency and comprehension and read grey story books.

  • The emphasis now moves onto fluency and comprehension.
  • Those children who are falling behind the expected standard will continue to receive targeted phonics intervention in order to bridge the gap.
  • Daily reading lessons focus on vocabulary, retrieval, summarising and inference, using the core English text.


Strategies and Aims for Early Years and Key Stage 1:

  • A commitment to linking reading with writing
  • Shared Reading with small groups or the whole class
  • Guided Reading of the same text in small groups, including teaching a range of reading strategies and comprehension
  • Daily and frequent readers on a 1:1 basis, for those children who need to ‘catch-up’ with their peers/chronological age
  • Daily phonics lessons using Read, Write Inc
  • Phonics intervention groups lead by skilled teaching assistants in each class where needed 
  • Reading of texts linked to Eglish
  • Daily story time in which the class teacher reads stories to the class to promote a love of reading and model fluency
  • Library visits, including the class and school library 
  • Attractive reading areas around school
  • Books promoted around school   
  • World Book Day involving , booksellers and a range of book related activities


Key Stage 2

In Key Stage 2 children learn to become fluent readers with increasingly growing comprehension skills. Children who are in a learning gap are given significant support through daily 1:1 reading and  Reading Interventions including reading shine and Toe by Toe, to plug both their phonic gaps and reading with an adult for fluency. 


Key Stage 2 Reading Skills

Reciprocal reading  teaching refers to an instructional activity in which children become the teacher in small group reading sessions Teachers model, then help children learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting.  A  range of text types are covered and will strengthen the link between our approach of Reading as a Writer and Writing as a Reader..


The Pleasure Agenda:

All pupils are read to by an enabling adult on a daily basis. This time is protected as we believe it is vital in developing a love of reading and the will to read independently and by choice. In these daily  quality story time sessions, staff read aloud books at a higher level than the ability of the pupils to the whole class. They read with passion and excellent fluency modelling what makes a good reader.  Books have been selected that compliment the core text in the writing curriculum whilst also promoting cultural capital and engage the interests of the pupils. Our quality story time book spine has been planned in a way which promotes the five reading plagues.  In his book ‘Reading Reconsidered’, Doug Lemov points out that there are five types of texts that children should have access to in order to successfully navigate reading with confidence. These are complex beyond a lexical level and demand more from the reader than other types of books.

  • 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.
  • Non-Linear Time Sequences
  • Narratively Complex Books are sometimes narrated by an unreliable narrator
  • Figurative/Symbolic Text Texts which happen on an allegorical or symbolic level
  • Resistant Texts  written to deliberately resist easy meaning-making by readers. Perhaps half of the poems ever written fall into this category. You have to assemble meaning around nuances, hints, uncertainties and clues 
  • When promoting reading for pleasure at home, children have the opportunity to read a text at their appropriate ZPD  reading level alongside a text which they choose to read for pleasure.  Children are supported when choosing books for pleasure, based on recommendations from an adult, or other children in their class family. 
  • Each class has an inviting class library, in addition to our whole school library, where children can access a wide range of genres,  and authors including Classical Titles.



As we believe that reading is at the heart of all learning, the impact of our reading curriculum goes beyond the result of statutory assessments. Children have the opportunity to enter the wide and varied worlds that reading opens up to them. As they develop their own interest in books, a deep love of literature across a range of genres, cultures and styles is enhanced.

Through the teaching of systematic phonics and reading skills, our aim is for children to become fluent and confident readers who can apply their knowledge and experience to a range of texts through the Key Stage 2 curriculum and into Key Stage 3, 4 and beyond.

A Year 6 reader, transitioning into secondary school, will be a fluent, confident and able readers, who can access a range of texts for pleasure and enjoyment, as well as use their reading skills to unlock learning across all areas of the curriculum.

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United Learning

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