Click here to visit our Phonics page.
Supporting Information
- National Curriculum English Programme of Study
- KS1 Reading Skill Progression
- KS2 Reading Skill Progression
- More information about Little Wandle for parents can be found by clicking here.
Our Reading Vision
At St Catharine’s, reading lies at the heart of our curriculum and our school community. It underpins all areas of learning and is central to pupils’ academic success, personal development and future opportunities.
We are committed to ensuring that every child becomes a fluent, confident and motivated reader. Our approach is equitable and inclusive: we provide high-quality, research-informed universal provision alongside carefully targeted academic support for pupils at risk of underachievement.
Our reading strategy is rooted in evidence, particularly guidance from the Education Endowment Foundation (EEF). We prioritise:
- systematic synthetic phonics as the foundation of early reading
- explicit teaching of fluency and comprehension
- the development of rich vocabulary
- timely and precise assessment and intervention
We believe that all children can learn to read with the right teaching and support, and that fostering a love of reading is essential to lifelong success.
Reading Implementation
We believe that developing a lifelong love of reading is fundamental to pupils’ success and wellbeing. Reading is promoted across the curriculum through exposure to high-quality, carefully selected texts.
Across EYFS, KS1 and KS2, pupils engage with a wide range of literature, including fiction, non-fiction and poetry. Texts are chosen to reflect our curriculum, broaden pupils’ cultural capital and promote discussion and critical thinking.
Teaching reflects EEF guidance through:
- explicit instruction and modelling
- carefully sequenced learning
- structured practice and retrieval
- high-quality talk and questioning
- adaptive teaching using the “5-a-day” principle
Developing Early Reading
Universal Provision for Word Reading
In EYFS and Key Stage 1, we teach reading through the Little Wandle Letters and Sounds Revised programme, supported by our work with the English Hub.
Pupils are taught to:
- apply the skill of blending phonemes to read words
- segment words into phonemes to support spelling
- understand that blending and segmenting are reversible processes
- read high-frequency words, including those that are not fully decodable
Phonics is taught daily at a brisk pace using the structure: revisit, teach, practise and apply. Teaching is systematic and carefully sequenced to build on prior learning and secure progress.
Children read fully decodable books matched to their phonic knowledge as early as possible. This ensures they can confidently decode texts, allowing cognitive resources to focus on comprehension.
Phonics teaching is embedded within a rich curriculum that develops speaking and listening, language acquisition and early reading for pleasure.
Targeted Academic Support for Word Reading
Assessment is integral to our phonics provision. Staff routinely assess pupils’ recognition of phonemes, as well as their ability to blend and segment.
We use:
- Little Wandle assessment tracking
- baseline assessment in Reception
- regular phonics screening checks and mock assessments in Years 1 and 2
Pupils who require additional support receive timely Keep-Up or Catch-Up interventions, closely matched to need. These may include additional practice, small group work or one-to-one support.
This ensures that all pupils keep up with the programme and make strong progress.
Whole Class Reading
Universal Approach for Comprehension
From Year 2 to Year 6, pupils take part in regular whole-class reading sessions, designed to develop fluency, comprehension and vocabulary. In Years 2 and 3, pupils build reading fluency through Little Wandle Fluency, focusing on accuracy, automaticity and prosody. In Years 4 and 5, this progression continues through Project X, supporting pupils to refine fluency and deepen comprehension.
Whole-class reading sessions:
- use high-quality, challenging texts
- balance fluency, discussion and written comprehension
- explicitly teach key reading domains (VIPERS: vocabulary, inference, prediction, explanation, retrieval, sequencing and summarising)
- promote structured partner talk and collaborative learning
This approach aligns with EEF guidance by combining explicit strategy instruction with high-quality discussion and modelling.
Reading Assessment
Assessment is used effectively to inform teaching and identify next steps.
We use a combination of:
- Little Wandle phonics assessment and tracking
- fluency assessments (Little Wandle Fluency)
- NFER standardised assessments
- ongoing teacher assessment
Assessment is regular, purposeful and aligned with EEF recommendations, ensuring gaps are identified and addressed quickly.
Reading for Pleasure in School
Reading for pleasure is prioritised across the school. Pupils are read to daily and engage in regular book talk.
We promote reading through:
- well-resourced classroom reading areas
- carefully selected class texts
- timetabled story time
Enrichment opportunities include:
- World Book Day
- author visits and workshops
- reading challenges and themed events
Reading for Pleasure at Home
We work in partnership with families to promote reading beyond school.
Pupils take home:
- a decodable or banded reading book matched to their ability
- sharing books to enjoy with an adult or independently
We support parents through guidance, workshops and reading initiatives, recognising the importance of home reading in developing fluency and enjoyment.
Our Core Aim for Pupils
Our core aim is for all pupils to become fluent, confident and enthusiastic readers.
By the end of Key Stage 2, pupils will:
- read fluently with accuracy and expression
- demonstrate secure comprehension across a range of texts
- apply reading skills effectively across the curriculum
We aim for pupils to leave St Catharine’s as reflective, curious and motivated readers who read widely for both pleasure and purpose, fully prepared for the next stage of their education.
