The National Curriculum for Reading aims to ensure that all pupils:

  • Read easily, fluently and with good understanding
  • Develop the habit of  reading widely and often, for both pleasure and Information
  • Appreciate our rich and varied literacy heritage
  • Use discussion in order to learn and be able to elaborate and explain clearly their understanding

‘Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know’.

DFE National Curriculum 2014

Our teachers at St Francis School are passionate about reading and the teaching of the skills necessary to make the ‘World of Books’ an enjoyable place to be!

Guided Reading Lessons are taught daily (45 minutes) in from Year 2-6. Objectives for these focused sessions are taken from the STAR Reading performance indicators.

From Years 2-6 we use the Literary Leaves, which are book-based comprehension resources designed to support teachers with the teaching of reading, using whole books, rather than extracts. We teach as a whole class Guided reading sessions, where the skills of reading comprehension are taught. This allows readers to engage in texts that make increasing demands on comprehension, inference and links to other texts and authors.

Each Literary Leaf has session notes, each focussing on a particular skill or two, ensuring that children secure these. The same question stem is used several times to ensure we model how to answer this type of question, before the children have the opportunity to apply it themselves.

KS1 are encouraged to take a reading for pleasure book home weekly, as well as their RWI books, or focused reading book at their reading level. Reading Record Books provide a valuable communication between home and school as evidence of children’s reading progress and achievement. Reading books are brought to school every day from Nursery to Year 2. More able readers in Year 2 and KS2 pupils choose books from the library to read at home and they also have a Reading Journal to record their reading journey in. Parents are encouraged to write comments for children in Nursery through to Year 3. Children from year 3-6 complete their own reading journal to track their individual reading journeys, as well as collaborative tasks to engage with at home with their parents.

Each class has a reading area, which the children are encouraged to access daily. The Reading Area provides opportunities for them to recommend books to their peers, as well as to read books recommended by their class teacher. We as a school participate in World book day each year and have an embedded Reading for pleasure culture. We have Adult Reading Champions, who support 1:1 Reading across the school.

STAR is used for Reading assessment and progress measures, by teachers and TAs throughout the school. Moderation Sessions are held at the end of each term. Running records and 1:1 reading provide further evidence to support teacher assessment, teachers are advised to carry these out at least once a term. Teacher also use optional SATS and past papers along with Rising Stars Reading assessment to help support their teacher judgements.

Reading Carousel

Day 1 Day 2 Day 3 Day 4 Day 5
Group 1

Pre – Read Task


Guided Reading Follow up Read for Pleasure Read for Research
Group 2 Read for Research Pre – Read Task

Guided Reading


Follow up Read for Pleasure
Group 3 Read for Pleasure Read for Research Pre – Read Task

Guided Reading


Follow up
Group 4 Follow up Read for Pleasure Read for Research Pre – Read Task

Guided Reading


Group 5 Guided Reading Follow up Read for Pleasure Read for Research

Pre – Read Task




Read for Research: tasks that require the children to answer questions/ find out information from a range of texts often linked with other areas of the curriculum.

Read for Pleasure: a chance for children to develop their reflection skills and to make links with books that they have read, as well as a chance to record in their Reading Journals what have they being reading as a reader at our school.

Follow up: a task that consolidates/ develops the skills or knowledge which were the focus during the pupil’s teacher led session that week.

Pre – Read Task: a task given to the children to prepare them for the Guided session with the teacher the following week. This may include reading ahead, creating questions and recording what they might have known or found out.

A great emphasis at our school is placed on Reading and particularly the ways in which we can celebrate and share reading experiences with one another.

Reading Standards are tracked every term. Work is moderated to ensure that standards are consistently judged