Subject Lead:  Mrs Ella Hands [email protected] 

The curriculum for Reading at All Souls builds upon the programme of study outlined in the National Curriculum for England which can be found here

What is our vision for English Reading at All Souls?

How do we achieve this vision?


The joys and benefits of reading are enormous and, as a school, we try to encourage and enthuse the children with a love for reading.

Reading is taught throughout the school with a focus on the strategies used to decode as well as the comprehension of texts. The strategies taught build upon each other as children progress through the year groups. The following strategies are taught at All Souls School:

  • Phonics
  • Independent reading
  • One to one reading with an adult
  • Shared reading
  • Paired reading

Children read a range of fiction and non-fiction books from various published schemes and these books are banded according to the level of difficulty. Once the children have progressed through the banded books and at the class teacher’s discretion, they become ‘free readers.’ This means that they choose their own books from the class or school library or from home.

Reading books mainly follow Oxford Reading Tree and Tree Tops but are supplemented with Ginn and Phonic Bug.

All children are heard read by an adult in school on a regular basis. Those children with a reading age which is at or below their chronological are heard read a minimum of three times per week. All children in Key Stage 1 are heard read a minimum of once per week and children in Key Stage 2 are heard once every other week.

The children are expected to read their reading book daily at home for a minimum of ten minutes and home reading records are checked in school on a weekly basis.

The school participates in events such as ‘World Book Day’ where children are given the opportunity to dress up as book characters and share their favourite stories with other children in the class.


The school follows its own Routeway through Phonics. This states which sets of sounds and skills are introduced in each phase and the order in which these are taught.

Letters and Sounds is the school’s chosen core phonics programme. This is supplemented by resources from other phonics schemes as appropriate, in line with the progression routeway. Once children have mastered all of the sounds, and can confidently read a series of real and pseudo words containing these sounds, they move onto working their way through the Year 2 National Curriculum Spelling programme.

Nursery children are taught phonics through informal activities and games.

Children in Years R, 1 and 2 are taught in mixed groups based on comprehensive assessment and tracking. Phonics teaching sessions for these children operate on a six-week cycle. Five twenty-five minute lessons are taught per week. These sessions do not form part of the Literacy allocated time. Phonics lessons follow the RTPA teaching sequence – Revisit, Teach, Practise, Apply. A Phonics Assessment Week follows each six week cycle. During this time, the children are re-assessed and re-grouped. The children are taught as a whole-class rather than in tailored groups during this week.

In-school assessments are used. These are directly linked to each phonic phase set out in the routeway. Each assessment consists of the phonemes within each phase and a series of real and pseudo words containing these specific phonemes. The children are asked to read these words one-on-one with the subject leader. From these assessments, children are then correctly re-grouped and the progress of each individual is carefully tracked. These rigorous assessments then feed directly into cycle plans as teachers are aware of the children’s starting points and any gaps in their learning which need to be addressed.

Teachers use a range of formative assessment strategies both within and between lessons to ensure that planning is adapted in order to meet the needs of the children.

In addition to our in school assessment routines, children at the end of Year 1 have the statutory Phonics Screening Check administered to them. The purpose of this test is to identify any children who are in need of extra phonics help. The check consists of forty words, twenty of which are real and twenty of which are pseudo words. Children are asked to read these words one-on-one with the class teacher, subject leader or a member of the SLT. Children are scored against a national standard, and the main result is whether they fall below, within or above this standard. Children who fall below the standard will be given extra phonics help and can retake the Phonics Screening Check in Year 2.

Targeted phonics intervention lessons are delivered by a TA during certain afternoons each week for those children in Key Stage 2 who require additional teaching.