• Reading is taught in daily 30-minute sessions. Each session combines metacognitive approaches with explicitly taught learning behaviours to promote purposeful, independent reading. Children focus on a different reading strategy each week.
• Sessions are dedicated each week to teaching children reading strategy. In these sessions, teachers will recap or introduce a text, context and vocabulary, model the strategy through think aloud and talk partner discussion, and check for understanding through oral or written assessment.
• Independent reading sessions provide children with the opportunity to apply their learning to their own choice of text. Children practise the strategies they have learnt through questioning and discussing their reading with other children.
• During sessions, all children are expected to participate by listening and responding, making use of resources provided to guide their discussion of literature.
• Texts to develop reading skills are well-chosen to ensure they link to wider curriculum themes and develop children’s comprehension skills.
• Books in the reading corner are linked to the learning happening in the classroom to encourage children to independently read around whole class texts.
• Children are expected and encouraged to read at home every day. Reading diaries log reading activity, including pages read.   
• Effective CPD is available to staff to ensure high levels of confidence and knowledge are maintained.
• Assessment is informed by formative assessment, verbal feedback and teacher assessment against National Curriculum statements.
• Summative judgements (Working Towards/Working At/Working Above age-related Expectations) are recorded each term following the use of NFER tests to assess children's learning. Results are discussed at pupil progress meetings and in end of year reports for all pupils.
• At the end of KS2 pupils will sit Reading SATs papers. These results will be used to validate teacher-assessment judgement in Reading (Working Towards/Working At/Working Above age-related Expectations).
• A love of reading is promoted through: vibrant and inviting book corners in classrooms, bedtime story videos, staff sharing a story with the class at the end of each day and through regular library visits.
• Whole school themed events raise the profile, as well as promote a love of reading, e.g. National Poetry Day and World Book Day.
• Effective use of author visits (in-person and virtual) are planned to enrich and enhance learning experiences and to develop children’s cultural capital in reading. 

Our pupils leave primary school with:

• High levels of engagement in reading sessions and improved independence when reading.
• Increased motivation to read for pleasure. Children enjoy reading and can link their reading with their own cultural experiences and the wider world.
• A richer vocabulary and the tools to engage in more meaningful dialogue around books.
• High aspirations, which will see them through to further study, work and a successful adult life.