09 Nov 2021


Intent Statement for Reading
The subject leader for Reading is Miss Sally Williamson
They can be contacted by emailing using the subject title FAO of Miss Sally Williamson.

With oversight and support from our Senior Leadership team subject leaders oversee and monitor the intent, implementation and impact of their subject.


We aim to provide children with a literacy-rich environment, high quality texts and inspiring learning opportunities, which will help them to: 
  • Gain a life-long enjoyment of reading and books. 
  • Read accurately, fluently and with understanding. 
  • Apply a knowledge of structured synthetic phonics in order to decode unfamiliar words with increasing accuracy and speed. 
  • Be able to read with expression, clarity and confidence. 
  • Develop a good linguistic knowledge of vocabulary and grammar. 
  • Read and respond to a wide range of different types of texts. 
  • Develop a deeper level of emotional intelligence and empathy. 
  • Read fluently, and with confidence, in any subject in their forthcoming secondary education. 
 Reading Rationale 
The best primary schools teach virtually every child to read, regardless of their social and economic circumstances of their neighbourhoods, ethnicity, their languages spoken at home and most special educational needs or disabilities. It is our desire to be in this category and as such teaching all children to read is a central priority.  
 Reading is a fundamental skill that provides access to virtually all other learning. Without being able to read children are significantly disadvantaged. Reading is the foundation for good academic success but also to emotional and physical wellbeing.  

Reading Policy


At North Stainley children are taught to read using ‘Read, Write Inc.’ They are taught to decode and blend words using the sounds they have learnt in discrete Phonics sessions.  

Throughout Early Years and Key Stage 1 the children will read a phonics book related to the ‘Read Write Inc.’ programme. This is a combination of fiction and nonfiction books placed into sets appropriate for a child’s reading development and linked with the phonics sounds that they are learning. Once a child is a competent reader and they can show fluency and a deep understanding of what they have read they move off the reading scheme books.  

From Early Years on children are encouraged to develop a love of reading and books. All pupils have access to a range of fiction and nonfiction books and families are encouraged to read with and to their children as frequently as possible. A detailed parent’s guide to reading is available on the school website, as is a guide to phonics, a phonics glossary and links to recommended age appropriate books. Parents are kept informed of their child’s current attainment and progress in phonics and reading through a short report in phonics in the Autumn and Spring Term, a longer report in the Summer Term as well as at parents’ evenings.  

Reading Booklet

Reading Skills Progression

Year 1
Year 2
Year 3
Year 4
Year 5
Year 6

The measure of impact is presently being developed by subject leaders.

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North Stainley
North Yorkshire
Great Britain
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