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Intent

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At The Grange, reading is a core priority and underpins access to the full curriculum. Our reading curriculum is ambitious, inclusive and carefully sequenced, ensuring all pupils learn to read fluently, comprehend deeply and develop a lifelong love of reading.

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The curriculum is designed to:

• Secure accurate decoding through systematic phonics

• Develop reading fluency, expression and stamina

• Build strong comprehension and vocabulary

• Promote reading for pleasure, knowledge and independence

High expectations for effort, behaviour and engagement are reinforced through The Grange Way.

 

Implementation

Reading is taught daily and systematically across the school.

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Early Reading and Phonics
Early reading is taught through the Read Write Inc. (RWI) phonics programme from Reception. Teaching is structured, consistent and rigorous, with:

• Daily phonics and reading sessions

• Explicit teaching of grapheme–phoneme correspondence

• Oral blending, segmenting and sentence rehearsal

• Fully decodable books closely matched to pupils’ phonics knowledge

Regular assessment ensures pupils are grouped responsively and make rapid progress.

 

Reading Beyond Phonics
As pupils become fluent decoders, they transition to Oxford Reading Tree and other levelled texts, ensuring continued challenge and support. Phonics is reinforced where needed.

 

Key Stage 2 Reading
In Key Stage 2, reading is taught through:

• Guided reading

• Daily whole-class reading

• Independent reading

Teaching focuses explicitly on:

• Fluency and prosody

• Vocabulary development

• Retrieval, inference and explanation

• Authorial intent and language choice

 

Oracy and Fluency
Oracy is integral to reading. Teachers use discussion, choral reading and echo reading to develop confidence, expression and comprehension.

 

High-Quality Texts and Engagement
Across Key Stage 2, Fiction Express is used to promote motivation, ownership and reading for pleasure. Pupils engage with high-quality, age-appropriate novels and discuss texts regularly.

 

Reading for Pleasure
All pupils experience a daily read-aloud, exposing them to rich language and texts beyond their independent level. Class libraries and school libraries provide access to a wide range of inclusive, diverse and high-quality texts.

 

Cross-Curricular Links (Reading)

Reading at The Grange is purposefully embedded across the wider curriculum, enabling pupils to access subject knowledge, develop vocabulary and deepen understanding in all areas of learning.

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• Writing – Reading provides models of high-quality language, structure and authorial craft. Pupils analyse texts to inform their own writing across genres and subjects.

• Science – Pupils read scientific texts, explanations and reports, developing subject-specific vocabulary and comprehension of technical information.

• Geography – Non-fiction texts, atlases and digital sources support understanding of place, environment and global issues, strengthening subject knowledge and enquiry skills.

• History – Pupils engage with historical texts and sources to build knowledge of the past, develop inference skills and understand different perspectives.

• Mathematics – Reading supports comprehension of mathematical problems, vocabulary and reasoning, enabling pupils to access and explain mathematical thinking accurately.

• PSHE and Wider Curriculum – Carefully chosen texts support discussion of values, wellbeing, diversity and citizenship.

These planned links ensure reading is meaningful, transferable and central to learning, while reading skills and strategies continue to be taught explicitly.

 

Impact

The impact of the reading curriculum is seen in pupils who:

• Read fluently, accurately and with expression

• Demonstrate secure comprehension and rich vocabulary

• Read widely and independently for pleasure and information

• Are confident and motivated readers

Assessment shows pupils achieve well from their starting points. Pupils who fall behind are identified quickly and supported effectively.

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Behaviour and Attitudes (Reading)

Pupils demonstrate positive attitudes to reading. They listen attentively, participate in discussion and show pride in their reading journals and book choices. Reading routines are well established and support a calm, purposeful learning environment.

 

Personal Development (Reading)

Reading makes a strong contribution to pupils’ personal development by:

• Broadening cultural awareness and empathy

• Supporting emotional literacy and confidence

• Encouraging curiosity, imagination and reflection

Pupils learn to articulate opinions about texts and respect differing viewpoints.

 

Leadership and Management (Reading)

Leaders ensure reading is well-sequenced, consistently taught and closely monitored. Staff are supported through training, assessment guidance and moderation. Resources are high-quality and well-maintained. Safeguarding and inclusion underpin all aspects of reading provision.