The overarching aim of English in the National Curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word and developing their love of literature.

At Mandeville Primary School, we aim to ensure that all pupils:

• Read fluently, accurately and with good understanding.
• Develop the habit of reading widely and often, both for pleasure and to acquire information.
• Develop a wide vocabulary, an understanding of grammar and the linguistic knowledge needed for reading, writing and spoken language.
• Appreciate our rich and varied literary heritage.
• Develop a lifelong love of reading and the confidence to access reading across the curriculum.

Skilled word reading involves the rapid decoding of unfamiliar printed words and the recognition of familiar words. Both rely on an understanding that letters represent the sounds in spoken words. This is why systematic phonics teaching is central to the early teaching of reading.

Reading comprehension develops through pupils' knowledge of language, vocabulary, grammar and the world around them. High-quality discussions, together with opportunities to read and discuss a wide range of stories, poems and non-fiction texts, enable pupils to develop their understanding, broaden their vocabulary and deepen their knowledge.

At Mandeville, we aim to develop confident, fluent readers who enjoy books, read widely and understand the world around them.

How is phonics taught at Mandeville Primary School?

Phonics teaching begins in Nursery, where children develop the foundations for reading through Phase 1 activities. These provide opportunities to listen carefully, distinguish between sounds, develop sound awareness and strengthen communication and language skills. Baseline assessments in communication, language and literacy help staff identify pupils' starting points and any additional needs.

From Reception, pupils begin learning letter–sound correspondences through Smart Kids Letters and Sounds – The Code, which the school introduced in January 2023. This is a systematic synthetic phonics programme designed to develop pupils' knowledge of sounds and graphemes, alongside their ability to blend sounds for reading and segment words for spelling.

Phonics is taught through explicit modelling, repetition, practice and engaging activities. Sounds are introduced in a carefully sequenced order, with regular assessment informing future teaching and intervention.

Daily phonics sessions follow a consistent structure to support progression and ensure that pupils have regular opportunities to practise and apply their learning. Reading books are carefully matched to the phonics taught so that pupils can consolidate their knowledge and develop fluency.

Children in Reception and Year 1 receive daily phonics teaching. Pupils who need additional support receive keep-up sessions to address gaps in learning.

At the end of Year 1, pupils complete the statutory Phonics Screening Check. Those who do not meet the expected standard receive additional support and continue to develop their phonic knowledge in Year 2 and beyond, where necessary.

In Year 2, pupils follow the HFL Essential Spelling Programme, while additional phonics teaching continues for those who need it.

Supporting phonics at home

Parents and carers are supported to help their children develop their early reading skills. Phonics is discussed during transition meetings, and a phonics information session is provided for Reception parents. Resources and regular updates are shared through the school's communication platform, Seesaw, to help families support reading and spelling at home.

How do we prioritise reading?

Reading is central to learning at Mandeville Primary School. We provide a range of opportunities and resources to develop pupils' reading skills and foster a love of books.

• Reading environments: Every classroom has a reading area where pupils enjoy books. Books are refreshed to reflect class learning themes and pupils' interests.
• Class libraries: Classrooms have a range of fiction, non-fiction and poetry to encourage independent reading and exploration.
• Early reading: In the Early Years, teddies and puppets encourage children to read aloud, retell stories and develop confidence with books.
• High-quality texts: Books are used across the curriculum to enrich learning, introduce new vocabulary and expose pupils to a wide range of genres and authors.
• Daily reading opportunities: Guided reading takes place across the school. Sessions are initially shorter in the Early Years and become more sustained as pupils progress through Key Stage 1 and Key Stage 2.
• Reading at home: Parents and carers are encouraged to read with their children daily. Reading records help staff monitor home reading and identify pupils who may need additional opportunities to read in school.
• Reading celebrations: Events such as World Book Day, the Summer Reading Challenge, book fairs, book swaps and author visits celebrate reading and encourage participation.
• Reading volunteers: Parents, carers, community members and Schoolreaders volunteers support pupils by listening to them read, particularly those who would benefit from additional practice.
• Library opportunities: Pupils are encouraged to visit the school library, choose books regularly and develop independence in selecting reading material. Pupil librarians help to run the library at lunchtimes and encourage younger children to visit.
• Community links: The school promotes visits to Sawbridgeworth Library to help pupils develop positive reading habits beyond school.

How do we promote a love of reading?

We aim to develop pupils who see reading as an enjoyable, worthwhile and rewarding activity.

• Staff model fluent reading, discuss texts with pupils and share their enthusiasm for books.
• Teachers read class stories and poetry aloud, allowing pupils to experience language, imagination and storytelling beyond their independent reading level.
• Texts are mapped across year groups to provide a broad and carefully selected range of literature.
• Learning opportunities incorporate fiction, non-fiction and poetry to expose pupils to different authors, styles and genres.
• Guided reading sessions provide opportunities to discuss texts, develop understanding and share ideas.
• Pupils are encouraged to recommend books to their peers and talk about their favourite authors and stories.
• Regular access to the class and school libraries enables pupils to explore books independently.
• Paired reading, story time, book swaps and special reading events help to make reading a valued part of school life.
• Pupils in the Early Years are encouraged to enjoy sharing books, joining in with familiar stories and retelling narratives using pictures, props and puppets.

We recognise that reading widely and often develops vocabulary, builds knowledge and supports learning across the curriculum. We want every pupil to discover books they enjoy and develop a love of reading that continues throughout their lives.

How do we make sure pupils make progress?

Reading is taught systematically, with assessment used to identify strengths, address gaps and plan appropriate next steps.

Phonics assessment and intervention

• Phonics follows the progression set out in Smart Kids Letters and Sounds – The Code.
• Lessons follow a consistent sequence, with opportunities to practise and apply previously taught sounds.
• Planning includes assessment of the graphemes taught.
• Phonics is assessed half-termly to identify gaps and inform future teaching.
• In Reception, assessment takes place more frequently during the autumn term to identify pupils who need early additional support.
• Daily keep-up sessions and targeted small-group support are provided for pupils who are falling behind.
• Pupils who do not meet the expected standard in the Year 1 Phonics Screening Check receive further teaching and opportunities to practise.

Guided reading and comprehension

Guided reading sessions take place regularly across the school. In the Early Years, sessions initially last approximately 10–20 minutes, increasing as pupils develop their reading skills. In Key Stage 1 and Key Stage 2, classes have five dedicated guided reading sessions each week, typically lasting 25 minutes.

These sessions provide opportunities for pupils to read independently, read with adult guidance, discuss texts and develop comprehension skills.

Pupils are taught to develop the following key reading skills:

• Vocabulary: Understanding and explaining the meaning of words and phrases, including unfamiliar vocabulary.
• Inference: Using clues from the text and illustrations to explain characters' feelings, thoughts and actions.
• Prediction: Using what has been read, alongside prior knowledge, to predict what might happen next.
• Explanation: Expressing preferences, thoughts and opinions about texts and supporting these with reasons.
• Retrieval: Locating and using information and evidence from a text.
• Sequencing and summarising: Recounting events in order, identifying key information and summarising the main points.

A clear progression of reading skills from Nursery to Year 6 supports teachers in monitoring pupils' development and identifying next steps.

How do we match reading books to pupils' reading ability?

Reading books are selected to support pupils' developing phonic knowledge, decoding skills, fluency and comprehension.

• During the early stages of reading, pupils are introduced to books that develop their awareness of sounds and their understanding of how books work.
• As pupils learn to decode, they take home fully decodable books that match the phonics they have been taught.
• Books are selected to allow pupils to practise their phonic knowledge, read with increasing accuracy and develop fluency.
• Pupils in Reception and Key Stage 1 take home a reading book matched to their current reading development, alongside a free-choice book to share with an adult for pleasure.
• Once pupils have developed the necessary decoding skills, teachers use assessment to determine when they are ready to progress to the school's banded reading books.
• Pupils in Key Stage 1 and Key Stage 2 have opportunities to borrow a library book regularly.
• Teachers monitor reading through assessment, guided reading observations and reading records. Book choices and reading stages are reviewed to ensure that texts remain appropriate and provide suitable challenge.
• Guided reading texts are selected carefully to support the needs of different groups, develop comprehension and expose pupils to a breadth of literature.

Class teachers are responsible for checking pupils' reading progress and ensuring that their individual reading books remain appropriately matched to their needs.

How do we monitor progress and support pupils to keep up?

Reading is taught systematically, with regular assessment used to identify pupils' strengths, address gaps in learning and plan appropriate next steps. We aim to identify difficulties early and provide timely support so that all pupils can make progress towards becoming fluent, confident and independent readers.

• Assessment: Formative assessment informs day-to-day teaching, enabling teachers to adapt provision to pupils' needs. Summative assessment data is reviewed each term to identify pupils who may require additional support.
• Pupil progress meetings: Staff discuss pupils' achievements, identify barriers to progress and agree appropriate next steps and interventions during termly pupil progress meetings.
• Phonics support: Pupils who need additional phonics practice receive targeted teaching, daily keep-up sessions and small-group support. Those who do not meet the expected standard in the Year 1 Phonics Screening Check receive further teaching and regular opportunities to practise.
• Additional reading: Pupils who need more frequent practice to develop reading fluency, accuracy and confidence are prioritised for additional reading with an adult in school. This includes pupils who have limited opportunities to read at home.
• Key Stage 2 intervention: Pupils who need further support with reading receive appropriate interventions to address gaps in their decoding, fluency or comprehension skills.
• Responsive teaching: Teachers adapt their teaching in response to assessment, providing opportunities to revisit previously taught sounds, practise reading skills and address misconceptions.
• Parental support: Parents and carers are invited to meet with teachers when progress becomes a concern. Guidance is provided through meetings, information sessions, letters and information shared by the school to help families support reading at home.
• Volunteer support: Trained volunteers provide additional opportunities for pupils to practise reading and develop confidence.

Through regular assessment, effective intervention and collaboration between staff, pupils and families, we aim to ensure that every child receives the support they need to make progress and become a successful reader.

How do we train staff to be reading experts?

High-quality teaching is essential to ensuring that pupils develop strong reading skills. We invest in staff development to support consistency and expertise across the school.

• Teaching staff and learning support assistants receive regular phonics and reading training.
• The English and Phonics leaders’ support colleagues through coaching, guidance and appropriate continuing professional development.
• Staff draw on guidance and training from Smart Kids Letters and Sounds – The Code and HFL English advisers
• The English and Phonics Leaders attend relevant cluster meetings and professional development opportunities, sharing key information and guidance with staff.
• The English and Phonics Leaders work with HFL Education English advisers to support ongoing development of reading provision.
• Reading is monitored as part of the school's self-evaluation cycle. This includes identifying strengths, areas for development and actions to promote consistency and improve outcomes.

Through ongoing professional development, monitoring and collaboration, we aim to maintain high-quality phonics and reading provision and ensure that all pupils are supported to become confident, fluent readers.