Stranton Primary School

Stranton Primary School

"Only the best is good enough"


Our reading curriculum is broken down into year group specific objectives. Please click on the links below to view the curriculum for each year group. 


Phonics (30 minutes) 

Phonics is taught daily in Year 1 from 9.00-9.30. This session is split into two parts; blending to read and segmenting to spell. We follow the Letters and Sounds teaching programme which separates the phonological progression into 6 main phases, which the children progress through at their pace. Children are grouped according to the phase they are currently working on. Each phonics lesson is divided into four main parts: revisit, teach, practise and apply. During the reading session, the children are taught a new grapheme-phoneme correspondence each day and will have the opportunity to practise reading this phoneme in words and apply their knowledge to decode simple sentences. In the writing session, the children will practise spelling words using the same grapheme-phoneme correspondence and will use these words when writing simple sentences. The children will apply their learning from phonics lessons into one-to-one reading sessions.

Reading Comprehension (30 minutes)

Reading comprehension is taught four times each week from 1.00-1.30 in year groups 1 to 6. Across each year, children will focus on four key strands of reading comprehension: retrieval, vocabulary/word meaning, inference and deduction, and summarising. Within each strand, a different question type will be taught each week. The question types will include: tick box, written answer, match up answers, find and copy, true/false. Children will be taught how to answer these questions to gain 1 or 2 marks as appropriate. Three mark questions will be introduced in UKS2. To answer these questions, children will be taught to make two points each with supporting evidence from the text (PEPE). During the reading comprehension sessions, children in each year group will follow a reading cycle.  

The reading comprehension teaching cycle is as follows:

  • Exploration of the text – The teacher introduces a short text to the children. The teacher reads the text to the children, questioning their understanding of what is happening in the passage. Children identify and discuss any unknown vocabulary applying appropriate strategies to work out unfamiliar word meanings. Any objectives from the National Curriculum within each year group not explicitly taught within the modelled reading comprehension are covered in this session (e.g. discussing the text, giving opinions on the text, making links between texts etc.)
  • Modelled Reading Comprehension (x2) – Each week, the class teacher teaches the children one of the four strands of reading comprehension with a focus on one specific question type (tick box, written answer, match up etc.). The teacher models how to answer the question type with the children. Following the teacher model, children are given the opportunity to answer questions on the same strand and of the same question format. The teacher will support the children to achieve this as needed. As a class, children will mark their answers and discuss how to answer each question, improving their answer as appropriate.
  • Independent Reading Comprehension – Children will independently read a cold text and complete a set of reading comprehension questions. The question set will follow the same strand and question type taught that week. Children will mark their answers and discuss any misunderstandings as a class.

Whole Class Reading

Whole class teaching of reading comprehension is covered within the literacy lesson to allow children to apply the skills taught in reading comprehension to the class text. Teachers will recap the skills taught and children will have the opportunity to answer a set of questions on a range of strands and question types covered thus far.

Reading Stamina

Reading stamina is actively promoted across school. It is expected that all children will read 90 words per minute of an age appropriate text from Year 2 onwards. Based on their year group, the children are given a passage to read within a set amount of time.

By the end of each academic year, it is expected that:

  • In Year 1 children will read 60 words of an age appropriate text in one minute.
  • In Year 2 children will read 270 words of an age appropriate text in three minutes.
  • In Year 3 children will read 270 words of an age appropriate text in three minutes.
  • In Year 4 children will read 360 words of an age appropriate text in four minutes.
  • In Year 5 children will read 450 words of an age appropriate text in five minutes.
  • In Year 6 children will read extended texts at 90 words per minute (in line with end of KS2 testing)

To help children achieve this, all children in Year 1 to 6 are to complete a reading speed assessment at the start of the year. Children need to read the given passage for their year group with the class teacher/TA. If they achieve 90 words or more in a minute, they do not need to be assessed further in this way; if they achieve less than 90 words, they should be implicitly targeted with 1:1 reading on a daily basis. They will then need to be assessed for their reading stamina at the end of each term.

Reading for Pleasure

Reading for pleasure is encouraged in a range of ways across school. All classes base their literacy work on a class text to engage all children and inspire a love of learning across the curriculum. Additionally, all classes share a class story with their teacher at the end of each day so that the children have the chance to listen to someone reading to them. Regular time in our school library during story time also helps to promote the importance of books to a child’s education. Library clubs are currently running at playtime and after school to enable children to have access to a wide range of literary works. Where possible, children are given the chance to work alongside authors to listen to stories and produce some of their own. Opportunities for library visits are also planned to ensure that children can access this service. Parents are regularly invited into school to take part in reading workshops to develop good home-school links.

Stranton reading challenge runs for all children in Year 1 to 6. The challenge is to read 10 books across the course of the year and children are rewarded with a prize for completing this. These books have been carefully selected and are favourites of staff and children aimed at developing reading for pleasure. They can be read independently or shared at home with an adult.

Intervention Programmes for Reading

Regular and rigorous assessments take place throughout lessons and at various points throughout the year to ensure the children are accessing the correct level of reading for them. If children are not working within the expected standard, they will receive extra support and targeted intervention from one or more of the following programmes:

  • Letters and Sounds
  • Direct Phonics
  • Wordshark
  • Nessy
  • Fresh Start
  • Inference Training

Progress made by children who participate in these intervention programmes is tracked by the TAs delivering them and then monitored by SLT to identify if it is successful or if a different intervention is needed to ensure that these children reach the expected level in reading.