Alston Lane Catholic Primary School & Nursery
Reading Curriculum Statement
Intent
From Nursery onwards, we place a strong emphasis on developing children's communication and language skills, recognising that rich vocabulary and spoken language underpin success in reading. Through high-quality interactions, storytelling, rhymes, songs and the sharing of carefully selected texts, children are immersed in a language-rich environment that fosters curiosity, imagination and a love of books.
We provide a rigorous and ambitious reading curriculum that enables all pupils to make strong progress from their individual starting points. Through the systematic teaching of phonics, children learn to decode accurately and develop the automaticity required to become fluent readers. Reading practice is closely matched to pupils' current phonic knowledge to ensure success, confidence and fluency.
As pupils progress, we develop their comprehension skills through exposure to a wide range of high-quality, diverse and representative texts. Children are taught to read with understanding, think critically about what they read, and make connections between texts, their own experiences and the world around them. We place a strong emphasis on vocabulary development, ensuring that pupils encounter and explore rich language across the curriculum.
Reading for pleasure is at the heart of our approach. We strive to create a community of readers where books, stories and authors are celebrated and where every child sees themselves as a reader. Through regular story time, independent reading opportunities, reading aloud, and engagement with a broad and diverse range of literature, we aim to inspire children to develop a lifelong habit of reading for enjoyment and information.
Our ambition is that every pupil leaves Alston Lane as a fluent, confident and reflective reader, prepared for the next stage of their education and able to participate fully in society, culturally, emotionally, intellectually, socially and spiritually.
Implementation
Phonics
Early reading and writing are underpinned by high-quality phonics teaching from an early age. At Alston Lane we follow the Red Rose Letters and Sounds systematic synthetic phonics programme starting when our children enter the nursery. Throughout the Early Years and KS1, phonics is given high priority and taught daily. Teachers are skilled at teaching and assessing phonics and timely interventions are used to help children keep up rather than catch up. Reading practice in school and through our home reading scheme is carefully matched to pupils' phonic knowledge to ensure success and confidence. Through this carefully sequenced approach, we ensure that all pupils develop the knowledge, skills and motivation required to become fluent, confident and enthusiastic readers.
Core stories / Shared Reading
At Alston Lane, reading development begins in the Early Years through a strong focus on communication and language. In Nursery and Reception, children are immersed in a language-rich environment where songs, rhymes, core stories, poems and repeated texts are used daily to develop listening skills, vocabulary, phonological awareness and a love of language. Through singing familiar nursery rhymes, joining in with repetitive patterns and engaging in high-quality story time, children build the foundations for early reading and future phonics success.
Shared reading takes place during the reading phase of our English units from Year 1 through to Year 6. Texts used for our English units are challenging yet age-appropriate to offer the greatest opportunities for vocabulary development. During these sessions, the teacher will model word reading skills and following modelling, the children will participate in chorally reading aloud to practise these word reading skills. In addition, the teacher will model strategies in order to develop understanding of the text, focusing on prediction, literal retrieval, inference, sequencing and exploring vocabulary.
Guided reading
Guided reading starts when children enter Key Stage 1 and continues throughout Key Stage 2. Teachers are skilled at assessing children’s reading ability, ensuring they are grouped appropriately and are reading a book closely matched to their ability. For early readers, guided reading books are matched to their phonic ability but for developing and fluent readers our reading offer is more diverse. Teachers model specific reading skills including word reading and comprehension and they are skilled at listening to individual pupils during this time to monitor their reading and provide support.
Inclusion and SEND
At Alston Lane Primary School and Nursery, we are committed to ensuring that every child becomes a successful reader, regardless of their starting point, background or additional needs. We maintain high expectations and ambition for all pupils, including those with Special Educational Needs and Disabilities (SEND), disadvantaged pupils and those who may be at risk of falling behind.
Reading provision is underpinned by early identification of need, high-quality inclusive teaching and targeted support. Staff use ongoing assessment to identify barriers to reading and implement timely interventions that are carefully matched to pupils' specific needs. Adaptations to teaching, resources and learning environments enable pupils with SEND to access the reading curriculum and achieve success alongside their peers.
Pupils who require additional support receive structured, evidence-informed interventions that complement, rather than replace, high-quality classroom teaching. Reading books are closely matched to pupils' current phonic knowledge and stage of reading development, allowing them to practise successfully and develop confidence and fluency. Where appropriate, staff work in partnership with parents, carers and external agencies to ensure a coordinated approach to supporting reading development.
We recognise the importance of closing gaps in attainment for disadvantaged pupils. Through carefully targeted support, access to high-quality texts, enrichment opportunities and the promotion of reading for pleasure, we strive to ensure that all pupils develop the knowledge, vocabulary and cultural capital needed to succeed in school and beyond.
By fostering an inclusive reading culture, we ensure that every pupil has the opportunity to experience success, develop a love of reading and fulfil their potential as confident, fluent and enthusiastic readers.
Progression Documents
Top Tips for Parents
Reading for Pleasure at Home - Click here
Year Group Recommended Reads - Click here
Celebrating Reading in School
World Book Day - Reading Cafe
A very special and personalised message from David Walliams!