Reading

Reading at Bromet Primary School

At Bromet Primary School, reading is at the heart of our curriculum. We are committed to ensuring that every child becomes a fluent, accurate and confident reader who is well equipped for the next stage of their education. Our reading curriculum is carefully sequenced, systematically taught, and underpinned by high expectations for all pupils.

Intent

Our reading curriculum aims to develop pupils who:

• read with fluency, accuracy and secure comprehension
• enjoy reading widely for pleasure across a diverse range of texts
• engage critically with what they read, drawing on a growing bank of vocabulary and background knowledge
• express their ideas and opinions confidently using evidence from texts

In response to national research indicating a decline in reading for pleasure, we place a clear emphasis on developing positive reading habits across the school. Reading is prioritised throughout the curriculum so that all pupils, including disadvantaged pupils and those with SEND, have equitable access to high quality texts and language rich experiences.

Implementation

Early Reading and Phonics (EYFS and KS1)

Early reading is taught through Monster Phonics, a systematic synthetic phonics programme delivered with fidelity across all classes. Pupils read fully decodable books that are precisely matched to their phonics phase to ensure success and early confidence.

Teachers carry out regular assessment of phonics knowledge and reading fluency. Pupils who need additional support are identified swiftly and receive targeted interventions to help them keep up, rather than catch up.

Reading Curriculum in Years 1–6

From Year 1 to Year 6, pupils follow a carefully sequenced reading curriculum using Complete Comprehension and Fluency Factory. Together, these approaches provide progressive and cumulative coverage of the core reading skills, including:

• inference
• retrieval
• vocabulary development
• summarising
• prediction
• understanding of authorial intent

Across all year groups, pupils experience a diverse range of genres, authors and text types to broaden their literary knowledge and cultural capital. This structure ensures coherence, consistency and progression for all pupils, regardless of class composition.

Developing a Strong Reading Culture

We actively promote a culture where reading is valued, shared and enjoyed:

• Teachers act as reading role models, regularly promoting books and recommending age appropriate texts.
• Pupils’ reading interests are monitored, and book purchasing decisions are influenced by pupil voice and current reading trends.
• Our library is well organised, inviting, and regularly refreshed with high quality fiction, non-fiction, graphic novels and sports texts to engage all learners.
• Pupils have frequent opportunities for sustained independent reading within a calm, purposeful environment.

Supporting All Readers

We ensure every pupil receives the right support at the right time:

• Pupils who are at risk of falling behind are identified through ongoing assessment and receive immediate, tailored interventions.
• Staff closely track reading engagement and provide personalised recommendations to increase motivation and confidence.
• High interest texts (such as graphic novels, non-fiction and sports biographies) are used strategically to ignite enthusiasm in reluctant readers.
• Our library team and class teachers guide pupils in selecting texts matched to their interests and reading stage.

Environment and Enhancement

Leaders regularly review the reading environment using pupil voice, staff feedback and monitoring:

• Library and class book areas are continually improved to maintain high standards.
• Collections are broadened to reflect pupils’ interests and to promote diversity, representation and challenge.
• Quiet reading opportunities are embedded within the weekly timetable.
• Displays and reading spaces celebrate authors, vocabulary and pupils’ reading successes.

Impact

By the end of each year, the majority of pupils meet Age Related Expectations, with many achieving Greater Depth. Internal monitoring shows that pupils who receive additional support make strong progress in phonics, fluency and comprehension.

Through:

• a well sequenced, research informed curriculum
• consistent phonics delivery
• high quality teaching
• regularly monitored reading provision
• strong reading culture and leadership oversight
• responsive interventions that help pupils keep up

…our pupils become fluent, enthusiastic and independent readers who are well prepared for the next stage of their education.