Six pupil sat outside in a quiet reading area

Reading Overview


  • Consistently good results at the end of KS1 and in the Year 1 Phonics test where children have traditionally been at least on a par with national and regional levels and often achieve higher.
  • Improved KS2 reading results in 2018 and in line with the national average.
  • Use of PIRA termly assessments to provide a reading age for each child and consistently monitor reading in each class.
  • Children are on track for meeting expected standard at end of KS2 (targets forecast).
  • Consistent approach now being used to record the Guided reading sessions - using NYCC record sheets.
  • Cross-curricular guided reading sessions which link to topics in class.
  • £5000 invested in new books in summer 2018 for class libraries and home reading books.
  • All children have reading journals in every class from Year 1 to Year 6 which use VIPERS to develop comprehension.
  • A whole school reading reward system has been introduced in September 2018 to encourage regular - 'Around the World Reading Expedition'
  • We are developing the use of 'VIPERS' across school to support the teaching of reading and comprehension skills.
  • We have introduced 'Reading Buddies' on a bi-weekly basis, where KS2 classes buddy-up with KS1 classes for a period of time to enjoy sharing books together.
  • The school has a strong link with the local library and have termly visits in the autumn and spring terms.
  • Each morning during registration we have E.R.I.C time (Everybody Reading In Class).
  • We follow detailed phonic plans to ensure consistent teaching of phonics throughout Early Years and KS1. 

Areas for Development

  • Offering more challenge to the more able children.
  • Close the gap between SEN and lower achieving children through more in depth tracking and pupil specific, early intervention. 


  • For Guided reading KS1 use Floppy Phonics and the Lighthouse Guided Reading Scheme. This is supplemented by the Oxford Reading Tree Scheme. Lower KS2 use the Lightning Guided Reading Scheme and whole class guided reading sessions. Once children become free readers the teachers use the sets of books which are in school.


  • We use the PIRA reading comprehension scheme which give a standardised scaled score for each child. These tests will be done termly.
  • The Guided Reading books are colour banded and matched to the phonic phases so the children progress from one band to the next. In KS1 and KS2 the children also choose other reading books to read at home. These books have been colour coded to match the colour bands. Once children have completed the Lightning Scheme (Grey band) they can choose books from the next colour band to read as a free reader.
  • Progress in guided reading sessions are closely monitored in KS1 using the NYCC record sheets.


  • We use Sound Discovery from Year 3- Year 6.
  • We use same/next day group interventions for phonics.
  • We use DIRT time to correct and improve our writing.
  • The impact of these interventions is closely monitored by our SENCO using PIRA to give a start and end reading age. This can be used to accurately measure any ratio gains made. 

Strategic Direction

  • The school is part of the Craven Peer review project. Our Headteacher , Mr Wright decided to focus on Reading at the School as also though traditionally results had been good, there had been a dip in 2017 (see School data section) and it was felt that there was a need to invest in new materials  and  to explore new and different ways of working.
  • Mr Wright invited the Headteachers of Water Street Primary School (Stuart Anslow) and Sutton in Craven CE Primary (Tim Phillips) into the school in the Summer Term to look at our reading provision. The Review was also attended by Local Authority Adviser Simon Ashby. A report was developed with Mr Wright to look at enhancing the existing provision and a plan was drawn up and has been in implementation during this last year.