Reading

In KS2, children hone their reading skills through whole class reading lessons, at least four times per week. These lessons use the VIPERS approach, based on the National Curriculum reading domains:

 

• Vocabulary: Developing a rich understanding of words to enhance meaning and expression.
• Inference: Using evidence from the text to understand characters, settings, and events.
• Prediction: Building curiosity by making logical predictions based on context.
• Explanation: Discussing and analysing language, themes, and ideas in respectful, thoughtful ways.
• Retrieval: Practising information-gathering skills to find and cite details from texts.
• Summarising: Distilling key ideas and messages to deepen comprehension.

Our instructional approach includes:

1. Whole-Class Shared Reading: Through guided discussions, children explore and analyse texts together, expanding their critical thinking skills and learning from one another’s interpretations.
2. Small Group and Paired Reading: Collaborative reading activities provide opportunities for children to practise fluency and discuss meaning in a supportive setting. 
3. Individual Reading: Independent reading promotes autonomy. It helps children develop problem-solving skills, learning to navigate challenges in the text and connect ideas. 

Reading for Pleasure

In addition, children are encouraged to read purely for enjoyment and are provided time each day to immerse themselves in books. This reinforces a positive reading culture where all students are motivated to read by choice.

What are the key concepts taught?

In line with the National Programme of Study for English, the key skills and knowledge students should develop in reading are: 
 

Word Reading: 

• Phonics and decoding skills (especially in KS1).
• Fluency and accuracy in reading aloud.

Comprehension: 

• Understanding texts, predicting, summarising and making inferences.
• Reading a wide range of books, including fiction, non-fiction and poetry. 

 

As children progress through KS2, they will be taught to:

Years 3 & 4

• Read aloud fluently with intonation that reflects understanding.
• Read many words outside their spoken vocabulary, making a reasonable approximation of pronunciation.
• Check that the text makes sense, correcting themselves when meaning is lost.
• Make plausible predictions about what might happen based on what has been read so far.
• Summarise main ideas, providing key details.
• Retrieve information from non-fiction texts.
• Draw inferences and justify their opinions through discussions.
• Make links between the book they are reading and other books they have read.

Years 5 & 6

• Read age-appropriate books with confidence and fluency, including whole novels.
• Read aloud with intonation that demonstrates understanding.
• Work out the meaning of words from context.
• Explain and discuss their understanding of what they have read, drawing inferences and justifying these with evidence.
• Predict what might happen from details stated and implied.
• Retrieve information from non-fiction texts.
• Summarise main ideas, identifying key details and using quotations for illustration.
• Evaluate how authors use language, including figurative language, and consider the impact on the reader.
• Make comparisons within and across books.
   

Our success will be evident if, by the time children leave Lanchester Primary School, they have developed a deep love for reading. They will be fluent readers, able to comprehend and discuss a variety of texts, offering well-supported opinions and explaining their ideas clearly.
They will have the confidence to explore different types of texts. In addition, they will be open to listening to others’ perspectives and will enjoy engaging in discussions about what they’ve read.

How does learning prepare children for the opportunities, responsibilities and experiences of later life?

Our curriculum equips students with essential skills for secondary education, further study and employment. By emphasising the opportunities for meaningful discussion around high quality texts, and explicit teaching of vocabulary, we ensure that children can comprehend, analyse and discuss a wide range of texts effectively, helping them communicate and engage confidently in all aspects of life. 

How does learning prepare children for the opportunities, responsibilities and experiences of later life?

Our curriculum equips students with essential skills for secondary education, further study and employment. By emphasising the opportunities for meaningful discussion around high quality texts, drama and explicit teaching and instruction of tier two vocabulary, this helps to ensure that students can communicate effectively in all aspects of life. 

What are the planned opportunities for developing English, oracy and SMSC?

Throughout the reading curriculum, children engage in group discussions and debates based on the texts they have read. This encourages the development of speaking and listening skills, as students learn to express their opinions, listen to others, and justify their views with evidence.

Through reading a wide range of texts, children encounter diverse perspectives and cultural experiences that promote empathy and understanding. This fosters discussions about moral values, ethical dilemmas, and social responsibility.

By reading texts from different cultures, children develop an appreciation for diversity and the world around them, which supports their social and cultural awareness.

Reading books with moral themes encourages children to reflect on their own beliefs and values, fostering spiritual growth and moral reasoning.
 

 

What are the planned opportunities for personalisation, including SEN more able pupils and disadvantaged? 

The reading curriculum at Lanchester Primary School is designed to provide personalised learning experiences that cater for the diverse needs of all children, including those with Special Educational Needs (SEN), more able students, and disadvantaged learners. 

1. Special Educational Needs (SEN)

• Children with SEN receive additional support through personalised reading interventions, including one-on-one reading sessions and access to specialised resources.
• In reading skills lessons, teachers select texts that are appropriately challenging, ensuring that all children are exposed to these, regardless of their reading proficiency.
• Modelled reading, echo reading, and paired reading allow students to experience reading with fluency and prosody and also supports comprehension. 
• Teachers implement targeted strategies such as dual coding, and reading buddies to support students with learning needs.

More Able Pupils

• Targeted questioning is used to engage more able pupils in debates or group discussions about the themes, characters, or ethical dilemmas within a text. They are encouraged to use evidence from the text to support their views and to consider multiple perspectives.
• To reinforce their understanding, more able students may be encouraged to assist their peers or take on mentoring roles during group activities. This experience can deepen their knowledge and enhance leadership skills.

Disadvantaged Pupils

• We ensure that all children have access to essential resources, such as dictionaries, bilingual books, and digital devices, so they can fully participate in activities. 
• We ensure that all students have access to a wide range of reading materials, through class reading areas and the school library. This helps to eliminate barriers to reading for disadvantaged children.
• To help disadvantaged pupils feel more supported, we aim to engage parents in their reading journey. This takes many forms, such as parent workshops and special events eg family reading challenge.
• Reading for pleasure initiatives, such as author visits, and themed reading events, help foster a positive reading culture and encourage engagement among all students, particularly those who may lack motivation.

General Personalisation Strategies

• Regular assessments and feedback help identify individual strengths and areas for improvement, allowing teachers to adjust instruction and support accordingly.
• Students are grouped flexibly to ensure they work with peers at similar skill levels for some activities, while also having the opportunity to collaborate with mixed-ability groups. This approach supports both peer learning and individualised support.
• Inclusive class discussions are designed to include all learners, allowing students to share their thoughts and perspectives, fostering respect for diverse viewpoints.

Our reading curriculum is designed to be both challenging and supportive, allowing every child the opportunity to develop their reading skills, cultural awareness, and confidence. By fostering a love for reading, we aim to help each child reach their full potential, regardless of their starting point.

 

Lanchester Primary School’s reading curriculum is designed to enhance the social, emotional, and mental well-being of children through various strategies:

1. Positive Reading Environment

• Welcoming Spaces: Classrooms feature reading areas that encourage exploration and foster a sense of security.
• Celebrating Reading: Events such as book fairs and author visits build community around reading, promoting excitement and connection.

2. Empathy and Understanding

• Diverse Texts: A wide selection of books representing different cultures and experiences helps children develop empathy and relate to others. 
• Thematic Discussions: Exploring themes such as friendship and resilience allows students to process their emotions and social dynamics.

3. Self-Expression and Reflection

• Group Discussions: Participation in discussions allows students to share their insights and emotions in a safe environment. 

4. Resilience and Growth Mindset

• Embracing Challenges: The curriculum teaches that reading difficulties can be overcome with practice, promoting resilience and a positive attitude towards setbacks.

5. Peer Support and Community

• Collaborative Reading: Paired reading promotes social interaction and friendship while engaging with texts.  In doing so, it reduces feelings of isolation.

6. Belonging

• Representation through a diverse range of texts, fosters a sense of belonging.