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Teaching of Reading and Phonics


Phonics is taught daily in EYFS and four times per week in Year 1 and Year 2.

Teachers and teaching assistants use the LCP Framework, which follows Letters and Sounds, to inform their weekly planning and mid-term planning. Rhymes, ditties and actions from Read, Write Inc are used to help children learn sounds and are sequenced to follow the letters and sounds progression.

Children are put into groups according to their stage in phonetic development. These groups are flexible and children move across groups as needed.

Extra phonics sessions are provided for any children who need further support and for children who did not pass the Year 1 phonics check.

Support for children who did not pass the Year 2 recheck

Interventions are put in place for children in Year 3 who did not pass the Year 2 phonics recheck.

These include:

  • Group phonics lessons 3 x per week with a teacher, planned to meet gaps in phonological knowledge based on an initial sounds assessment.
  • A Read, Write Inc intervention group focussing on applying phonics in writing 2 x per week.

 Reading in KS1

At the start of Year 1, teachers and/or teaching assistants listen to children read individually once per week.

These reading sessions focus on each child’s reading target (word reading and/or comprehension).  Teachers make notes on individual running records, including children’s next steps. During these sessions, staff ensure that the children are reading the correct level books and identify and work on their next step targets. Over the course of the year, children build up to starting guided reading groups.

In Year 2, guided reading takes place four times per week (not on PPA afternoons). Teachers record these sessions on the GGR Record sheets which are kept in the class reading folder. Each session focuses on a word reading or a comprehension objective from the National Curriculum. At the end of the session, teachers record whether each child has met the objective or is working toward the objective as well as any specific comments.

In Year 2 class teachers and teaching assistants regularly listen to children read individually.

Records of individual reading are kept in the class reading folder. During these sessions, staff ensure that the children are reading the correct level books and identify and work on their next step targets.

Supporting reading at school

  • Parent reading mentors come in to school to listen to children read who need extra support. This takes place once per week.
  • Through the school reading mentor (see below).

Home reading

In KS1 children follow the reading scheme. They are given books from the scheme to take home to read. These books are changed 3 times per week: Monday, Wednesday and Friday if they have been read at home. Class teachers monitor how often children read at home and support any children who are not regularly reading.

Reading Mentor

The school reading mentor identifies 6 children from KS1 each half term to support with reading and phonics. These children receive 4 one to one sessions per week for a block of 6 weeks to support their reading progress. Targeted children are assessed at the start and end of the teaching block so their progress can be monitored.

 Reading in KS2

In KS2, reading has a whole class approach and is taught discretely for half an hour four times per week. Each week, one or two objectives are chosen and are focused on in every lesson. The majority of reading sessions are taught through the Power of Reading text currently being used in English. Where appropriate, teachers use other texts to ensure that children are exposed to a wide variety of topics and genres.

Supporting reading at school

  • Some children who are identified as needing extra support in reading in KS2 use the Lexia program. This is an intervention that takes place twice per week in every year group. Children are expected to complete at least one session at home for homework. A Lexia club runs one lunchtime a week to support any children who are unable to do this.
  • Parent reading mentors come in to school to listen to children read who need extra support. This takes place once per week.

Home reading

Children complete their reading records / homework diaries when they have read at home. Teachers initial or sign the reading records every week. A reading reward system is used in KS2 - Gold Star = read 5 times, Silver Star = read 4 times, Bronze Star = read 3 times in a week.

Reading Scheme  

We use a combination of Big Cat Phonics and Oxford Reading Tree. The books on the reading scheme are given to children for their individual reading at home and at school.

The reading scheme is split into the following book bands, which correspond to different year groups:







Year 1






Year 1/Year 2



EYFS/Year 1



Year 2



Year 1



Year 2



Year 1



Year 2/Year 3

An age related level for the end of Year 1 is Turquoise. Gold and White are age related for the end of Year 2.

In KS1, reading records are collected in on Monday, Wednesday and Friday and books are changed by teaching assistants. Books on the reading scheme follow a progression and children move through the books. 

When adults listen to children read, they will assess whether children are on the correct level of books and move children along the reading scheme when needed.

 Book Choosing

After the reading scheme, children become free readers. They may choose to read books from home, from the local library or a book they have chosen from their class library. Children must continue to record their reading at home in their reading records, which will be checked by their teacher or teaching assistant on a weekly basis.  Their books choices will be monitored and guided to ensure their choices are appropriate to their stage in development and varied.

 Reading for Pleasure

One of the key aims of English within the Spring Partnership Trust is to foster a culture of reading for pleasure and to ensure every child finds enjoyment in reading. In order to do this, children have time every day to read a book of their choice independently. Children are also read aloud to every day by their teacher or another adult, either from the class Power of Reading text or from a different class book. Class book corners create a stimulating environment to promote and engage children in reading. Classes have regular time for book promotions, including book of the week. Weekly reading assemblies give children further opportunities to listen to a variety of texts.

Useful links

Please find below links to further information on our website about phonics and reading.

Phonics information including some useful videos:

Information on reading for pleasure including key questions to ask your child when reading: -

Suggestions for books to read at home:

Years 1 & 2 -

Years 3 & 4 -    

Years 5 & 6 -