Intent, Implementation and Impact Statement for Reading 


At Mount Charles, we believe that all pupils should have the opportunity to be fluent, confident readers who are able to successfully comprehend and understand a wide range of texts. We want pupils to develop a love of reading; a good knowledge of a range of authors; be able to see themselves and their families represented in a text and be able to understand more about the world around them by reading. By the end of their time at our school, all children should be able to read fluently, and with confidence, in any subject in their forthcoming secondary education. We do not put ceilings on what pupils can achieve in reading and we do not hold pre-conceptions about any pupils’ ability to make progress. We understand the importance of parents and carers in supporting their children to develop both word reading and comprehension skills, and so we want to encourage a home-school partnership which enables parents and carers to understand how to enhance the skills being taught in school through good quality texts. 


At Mount Charles, we teach our pupils to read using the Read Write Inc program. Pupils are taught daily and in small groups by their reading stage, not age. They learn the English alphabetic code: first they learn one way to read the 40+ sounds and blend these sounds into words, then learn to read the same sounds with alternative graphemes. They develop a love of reading by experiencing success from the very beginning. Lively phonic books are closely matched to their increasing knowledge of phonics and ‘tricky’ words and, as children re-read the stories, their fluency increases. Along with a thought-provoking introduction, prompts for thinking out loud and discussion, children are helped to read with a storyteller’s voice. Once pupils’ decoding skills are secure, they take part in Whole Class Reading sessions which focus on comprehension skills. Pupils continue to access the RWI programme if their decoding skills are not secure at the end of Key Stage 1.

By Key Stage 2, we expect all our pupils to be ready for daily Whole Class Reading sessions. These focus on vocabulary development, the development of specific reading skills through VIPERS and immersion in a wide range of texts. These lessons use high-quality, vocabulary-rich class novels as a stimulus for deeper thinking and discussion and to promote reading stamina. Children are encouraged to make links between the texts and use them to develop their knowledge of the world around them.

Reading for pleasure is promoted through our whole school Reading Spine where texts have been specifically chosen to inspire a love of reading in all pupils. These books are widely promoted throughout classrooms and pupils are actively encouraged to read all their year group texts each year.  In Key Stage 2, pupils have the freedom to choose their books based on their Accelerated Reader Zone of Proximal Development (ZDP) and dedicated time is allocated in the timetable for children to read independently.  They develop their comprehension skills by regularly quizzing on the books read and take pride in being accurate.

Parents are encouraged to be involved in their child’s reading journey from their child’s early years through parent’s phonics meetings at which the structure and key vocabulary and skills from RWI are explained.  All children have a home-school reading diary and are encouraged to read aloud daily at home. 


Impact of reading at Mount Charles School will be carefully tracked and measured by…

*         Early assessment of Reception pupils in the Autumn term for phonics grouping.

*         Ongoing assessment and data analysis by the Early Reading Lead in EYFS and KS1.

*         Weekly observation and practice time (masterclass) for all reading teachers.

*         Termly RWI Development Day with Ruth Miskin consultant.

*         Termly Freshstart assessments for Early Readers in KS2.

*         Termly PIRA assessments (Year 1-6)

*         Analysis of the PIRA assessments by the Reading lead who then shares action points and priorities with class teachers.

*         Termly data meetings to review pupils’ individual progress and progress of the class.

*         Termly Accelerated Reader Star tests to identify pupils reading level and appropriate books to provide challenge; followed by ongoing Accelerated Reader quizzes every two weeks to ensure regular progress and monitoring. This is monitored by the Reading Lead and by class teachers.

*         Analysis of pupils reading age termly by class teachers.

*         Weekly Nessy reports to the Reading Lead.

*         Half-termly monitoring of children’s reading outcomes in workbooks.

*         Half-termly learning walks to monitor reading teaching – successes and feedback given to teachers.

*         Annual pupil conferencing linked to reading.