Godinton Primary School

Our Reading Adventure - The Reading Curriculum at Godinton



To find out more information on how we teach phonics, please click here.



Reading Long Term Overview

Reading Long Term Overview

Reading Progression of Skills

Reading Progression of Skills

Reading Knowledge

Reading Knowledge

Reading in Focus

Reading in Focus



Curriculum Intent

At Godinton Primary School we believe that reading is an essential life skill and we are committed to enabling our children to become lifelong readers. Reading is also the gateway in which doors are opened to creativity and greater knowledge across the entire curriculum. It is a crucial part of a child’s development and can have a significant impact on writing, lifelong learning and achievements.

At Godinton we endeavour to promote a love of reading in our children. To achieve this pupils are exposed to a wide range of high quality text across a variety of genres. Pupils are given opportunities to increase their vocabulary, develop their fluency and dig deeper into the comprehension and meaning within a text.

Reading is a skill that enables children to develop their learning across the wider curriculum and lays the foundations for success in future lines of study and employment. We recognise the importance of taking a consistent whole school approach to the teaching of reading in order to close any gaps and to target the highest possible number of children attaining the expected standard or higher.

We have high expectations of all children and we encourage children to challenge themselves, persevere and pursue success.


Curriculum Implementation


At Godinton Primary School, 0ur English reading curriculum places a strong emphasis on the systematic and sequential teaching of phonics in the Early Years and Key Stage 1. Following the ‘Letters and Sounds’ scheme of work, teachers plan lessons using a synthetic approach to teaching ‘pure sounds’ and the skills of segmenting and blending. Most importantly, lessons are planned according to the children’s need to help develop their love of reading and writing.

In EYFS and KS1 children are taught phonics daily by their class teacher with additional small group sessions led by our experienced team of teaching assistants. Phonics is also firmly embedded into the wider curriculum. Teachers routinely model correct segmenting and blending when reading and writing with the whole class.

Alongside the teaching of phonics, all children in KS1 take part in guided reading sessions. During these sessions, teachers carefully select a text, matched to pupil’s reading ability.  Sessions have a specific focus aimed at developing reading comprehension and vocabulary skills.

In addition to dedicated time to teach phonics and reading skills, teachers regularly read with their classes so all children have exposure to a wide range of texts and authors. This enables children, from an early age to develop their own opinions about a range of stories, poems and information texts alongside continuing to promote a love of reading.

All children are provided with a reading book to take home which is matched to their reading ability. We understand the significance of parents and carers in supporting their child at home to develop both word reading and comprehension skills.  We hold annual reading and phonics meetings for parents in year R, 1 and 2 which provides essential information on how we teach phonics and how parents can help with reading at home.  Our school website also contains a wealth of information relating to phonics, including video clips which model the correct pronunciation of pure sounds. It is our intention that the after school sessions and our website page will help build parental confidence in supporting their children at home.


At Godinton Primary School, we teach reading using a whole class approach. Reading is specifically taught for 2 hours per week. In years 3 and 4, the sessions are shorter but more frequent. Whereas year 5 and 6 teaching reading as a dedicated subject for 1 hour twice a week. 

During reading sessions in KS2 teachers use careful selected texts to study. Where possible, the texts will be in line with the writing genres that are being taught in learning adventure writing sessions so children gain additional exposure to the particular text type being studied.  Teachers plan reading sessions based on their assessment of pupil ability and the key skills that they need to develop using our progressive key skills document. Through whole class reading sessions, our children are exposed to high –quality texts that provide challenge and promote discussion. Children then work independently or with support, as planned for by the class teacher to answer specific questions related to lesson objective.  Opportunities for whole class work to model written comprehension answers are also planned for. We want our child to be able to talk confidently about a text; its structure and layout and the intent of the vocabulary used. Children need to be able to read for meaning to gain pleasure from a text and deduce and infer meaning too.

It is our intention that as children move into KS2, they all have secure phonics skills and are able to read fluently. Where children are continuing to develop their phonics knowledge, regular phonics intervention groups are planned. Where individualised support or a different approach is required, we are also able to provide 1-1 sessions using a programme called ‘Soundwrite’. Some children start on this programme earlier.

In KS2 we continue to provide children with a school reading book to take home which is matched to their reading ability.  We have a wide range of colour-coded levelled books, often chapter books for our children in KS2 to select from. Teachers monitor the books that children are selecting and regularly review their reading level.  Once children have demonstrated they are fluent and confident readers of higher level texts with secure higher order comprehension skills they become ‘Free Readers’ and are able to make their own choices of books to read. We have a wide range of books for children to select from which will continue to promote a life-long love of reading.


The EYFS framework is structured very differently to the National Curriculum and it is organised across seven areas of learning.  Our EYFS Reading Curriculum is designed around the most relevant statements taken from the Early Learning Goals in the EYFS statutory framework and the Development Matters document.  In EYFS, Reading falls within the Communication & Language, Literacy, Expressive Arts & Design and Understanding of the World areas of learning.

It is our aim that when children at Godinton Primary School finish their first year at school and move into Year 1, they will be able to:

  • Say a sound for each letter in the alphabet and at least 10 digraphs.
  • Read words consistent with their phonic knowledge by sound-blending.
  • Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
  • Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.
  • Anticipate, where appropriate, key events in stories.
  • Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play.
  • Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.
  • Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.
  • Make use of props and materials when role playing characters in narratives and stories.
  • Invent, adapts and recount narratives and stories with their peers and their teacher.
  • Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time to the music.


Promotion of reading

We want our children to enjoy reading opportunities and to maintain this enjoyment long in to adulthood.  At Godinton Primary School, we hold regular reading initiatives to promote reading, both in school and at home.  We have participated in local reading challenges, held extreme reading challenge photo competitions as well as setting 100 reading challenges. Our families have supported these initiates and children have participated enthusiastically. 


Curriculum Impact

As we believe that Reading is an essential life skill, the impact of our reading curriculum goes beyond the results of the statutory assessments. Through the teaching of systematic phonics and reading enquiry, our children will leave Godinton Primary School as fluent, confident readers who can apply their knowledge and experience to a range of texts through the Key Stage 2 curriculum. Children will have a love of reading from a range of genres, cultures and authors

At the end of Key stage 2, it is our aim that our children reach or exceed age related expectations in reading, in line with national outcomes.