Moulton Primary School – Reading Overview

At Moulton Primary School, the foundations for teaching the National Curriculum English are begun in Early Years Foundation Stage, with the development of a high quality programme planned within Communication, Language and Literacy. The teaching of English at KS1 and 2 is underpinned by the expectations and programme of study set out by the DfE's National Curriculum (2014).

Promoting reading has been an on-going school priority at Moulton, as developing enthusiastic and motivated readers is the key to good outcomes.

All classrooms have a reading corner which promotes reading for pleasure and supports children with their reading choices. Throughout the day, children are given time to read their chosen book which they can change freely. Teachers monitor book choices and encourage the children to read a broad range of fiction, choosing from 17 different genres. Our new, bespoke, library raises the profile of reading in the school and inspires children to read. Children and parents can visit the library before and after school each day and classes use it for whole class activities and reading interventions


On arrival in Reception, the children are immediately introduced to the joy of reading.  Children listen to stories and are encouraged to talk about the stories they have read at home or nursery. Phonics learning is begun straightway.  Phonics is taught daily using Letters and Sounds.  We also follow the planning schedule in Phonics Play to ensure the unit is consistent in the teaching order of sounds, digraphs and sight words.

Each classroom has an inviting book corner. During Transition, when the children arrive in the morning they are encouraged to share a book with a friend. This expectation continues throughout the school year.  For example, on completing a morning challenge, the children can select a book from the book corner to share with a friend.

The children visit the school library once a week. The school library is open every morning before school and most afternoons after school. We encourage the children to take their parents and choose a book. As the children progress they are introduced to paired, then Guided Reading sessions to develop their speech and understanding.

Children are assessed on their phonics and sight word knowledge on a regular basis to monitor their progress and to provide interventions where needed. At an early stage children are encouraged to talk about what they have read to develop the key skill of reading comprehension.

Years 1 and 2

Reading in KS1 is taught through a well-structured phonics scheme (Letters and sounds) with planning and resources from phonics play. There are clear expectations of where children should be at key points throughout the year and well-planned small group interventions are put in place to support children. Reading is placed at the heart of every classroom with an inviting reading corner containing a range of reading materials from both fiction to non-fiction. Children take part in a daily reading carousel comprising of a range of reading based activities such as comprehension, focussed Guided reading sessions with a clear objective and independent phonic and spellings activities.

Years 3 and 4

In Lower KS2, teachers work hard to create a smooth transition between KS1 reading and KS2. They draw on many of the approaches taught in KS1 such as the recently launched alphabetic code. Whilst this is a spelling resource primarily, it also supports children with their reading by encouraging them to use the decoding strategy if they need to. Class texts are used to create purpose and enjoyment within reading and where possible these will be topic linked. They are also exposed to a range of genres and text types when exploring texts within their topic and English lessons. Teachers follow up these reading sessions with activities based on one or more of the key strands whether it be vocabulary and word meaning or making inferences or predictions.

Years 5 and 6

In KS2 teachers work hard to ensure the children continue their reading journey in a positive way, children are given quality texts to read along with stimulating reading corners to promote a love of reading. We teach reading through a variety of different ways, ensuring the teachers are tailoring the approaches to what the children need. Teachers incorporate whole class texts in to their everyday teaching and classroom practise and where possible these are linked to the topic, giving the children purpose and often meaningful, relevant information. Through Talk4Writing, texts are taught explicitly and focussed on in great detail – particularly the language and structure. In addition, stand-alone reading lessons are taught based on VIPERS or key areas of reading such as vocabulary, word meaning and making inferences. Small group guided reading sessions do still take place if the teacher feels the children need a particular area of support or focus for that term.