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Phonics & Reading: intent, implementation and impact

“If you don’t like to read you haven’t found the right book.”

-JK Rowling


At Stannington First School, we value reading for both pleasure and as a key life skill, and are dedicated to enabling our pupils to become lifelong readers. We believe reading is key for academic success and so to ensure we have a holistic approach to the teaching of reading, we implement the following.

  • Pupils take part in daily phonics or class reading lessons, during which they are exposed to a range of different texts and can demonstrate their understanding and thinking related to these.

  • From Early Years, children take part in high-quality phonics sessions. We teach phonics using a systematic phonics programme, Bug Club, which is used consistently throughout the school. As part of this, children have daily phonics sessions where they participate in speaking, listening and spelling activities that are matched to their developing needs. The teachers draw upon observations and continuous assessment to ensure children are stretched and challenged and to identify children who may need additional support.  Our phonics programme includes sufficient ‘decodable’ books, so that children can practise, at school and at home, their increasing knowledge of phonics and their blending skill in meaningful contexts. These decodable books  make children feel successful from the very beginning and are available in hard copies and as e-books.

  • All English lessons use 1 or 2 quality texts per half term as a basis for planning (using the CLPE’s Power of Reading scheme) to encourage children to be inspired as readers and motivated to read for themselves.

  • We are very lucky to have a wide range of reading books in our school and an engaging library space. All pupils from Reception to Year 4 take a reading book/books home and this reading book is changed at least weekly.

  • Each class has a selection of books in their classroom which are directly linked with their class topic. This offers opportunities for the children to apply their reading skills across the curriculum. The school is part of the School Library SLA which ensures that teachers and pupils have access to a range of quality texts.

  • Pupils are read to each day by their class teacher. This story sharing session is an important part of our school day. 

  • Pupils work through our school reading scheme – these are levelled books which match the children’s phonological awareness or current reading age. 

  • We expect family at home to read these books with their children regularly and ensure that their child engages with different reading activities and discussions. 

By the time pupils leave Stannington First they are competent readers who can recommend books to their peers, have a thirst for reading a range of genres including poetry, and participate in discussions about books, including evaluating an author’s use of language and the impact this can have on the reader.



We follow a systematic phonics programme which identifies the phases and sounds taught from Nursery through to Year 1, with termly milestones. Teachers used agreed phonics assessments to ensure all pupils are making progress and identify those who are not.

Our phonics programme supports children in recalling all the sounds, learning how to write each letter shape and apply these skills in blending and segmenting.

Our English Curriculum long term plans have been devised using resources from the Centre for Literacy in Primary Education (CLPE)  and we have used these to develop a text-based English Curriculum. This develops our pupils’ understanding of literary forms, their wider knowledge of the world, empathy for the human experience and language competency by working with quality texts through our carefully crafted planning sequences.  Our plan shows how language, grammar, phonics and spelling is contextualised in meaningful ways and also how we plan for progression; enabling children to work at greater depth in both reading and writing. 

We also believe that children should be exposed to adults who read for pleasure but also have forged careers out of reading and writing to act as positive role models . We have had the pleasure of having children’s authors visit our school to help us celebrate a love of reading. In recent years, this includes a visit from Holly Sterling and two visits from Helen Stephens. We have also made contact with authors online and our pupils have been able to ask them questions about their books and the inspiration behind them.

In addition, our teachers:

  • plan guided reading lessons, using a wide range of different texts

  • deliver whole class shared reading from Year 2 onwards

  • Use high quality online resources to complement class teaching

  • Use our newly updated library to encourage and enthuse reading in our learners

Teachers assess pupils regularly against our Reading Performance Indicators; ‘My Progress Goals’  in Years 1-4 and using the Northumberland County Council School Readiness Passport and the Reading Early Learning Goal (in EYFS). 

These regular assessments inform planning and allow teachers to identify any gaps in learning.

There are 15 minutes of every school day which is dedicated to class story time and staff read aloud to children from a range of texts. Key texts have been identified for each year group to cover a range of authors and genres. We have used Pie Corbett’s Reading Spine and The Power of Reading to ensure a range of quality texts in each Year Group.

We also plan themed events to promote a love of books and reading. In the past, these have included: author visits, #Reading Rocks, #Take a Shelfie and Extreme Reading. Our aim is that all of our pupils will meet an author at least once during their time at Stannington First School.



Through the teaching of systematic phonics, our pupils become fluent readers by the end of Key Stage One. Shared class reading ensures our pupils develop their fluency and comprehension as they move through the school. 

Attainment in phonics is measured using teacher assessment and by the Phonics Screening Test at the end of Year 1.

Attainment in reading is measured using teacher assessment and the statutory assessments at the end of Key Stage One. These results are measured against the reading attainment of children nationally. 

However, we firmly believe that reading is the key to all learning and so the impact of our reading curriculum goes beyond the results of the statutory assessments. We give all our pupils the opportunity to enter the magical worlds that books open up to them. Our pupils develop their own love of genres and authors and can review books objectively. They demonstrate a deep love of literature across a range of genres, cultures and styles.