Teaching of Reading


At Edgar Sewter Primary School, we aim to foster a love of language and reading and, therefore, attach great importance to enabling our children to become fluent readers whilst promoting reading for enjoyment. We aim to develop independence and fluency in all readers to ensure a life-long love of reading and ensuring that they can all achieve their full potential across all areas of the curriculum.

We approach reading in three different ways; reading for pleasure, reading across the curriculum and teaching reading skills explicitly.


In Key Stage One, children are developing their early reading skills through daily teaching of Phonics. (Further information can be found on the Phonics page). Children begin their teaching of reading lessons by learning to read decodable books, which tie in with their Phonics learning. The focus is on developing fluency. Children have the same text for a week; the reading is modelled to them on the Monday and tricky words are learnt. Then children work in groups to practise reading this book with the idea being that they are then fluent by the end of the week. Once children have developed their fluency skills (often in Year 2), they then move on to a reading session where comprehension skills are developed.

In Key Stage Two, whole class teaching of reading sessions take place daily. These are separate to, but may complement, English sessions. During a typical session, the teacher will share what the content domain/s the children will be focusing on are for that session (Vocabulary, Infer, Predict, Explain, Retrieve, Summarise)

Teachers carefully select key vocabulary words they want the children to learn that week. These will be taught, over-learnt, and embedded throughout the rest of the week during reading sessions and across the wider school day to allow for children to use these words in different contexts. Where appropriate, they are applied during English sessions.

During the reading lesson, teachers offer a wide variety of genres to the children which include poems, fiction, non-fiction, recipes, song lyrics and traditional tales. These lessons allow time to practise fluency, prosody and comprehension.

Children read during these sessions in a variety of different ways:

You may see a number of these different strategies during one session.

Teachers plan questions to ensure coverage of the content domains through the week.  

Children are encouraged to orally speak the answer before writing anything down, acknowledging their first answer may not always be their best. At times. children are given sentence stems and vocabulary that is expected to be used within their answer.

Children are encouraged to provide evidence for their answer based on a text extract or a picture they have seen in the book. Where appropriate, children are encouraged to use evidence from a range of different places within the text.


We ensure a progression of skills in Phonics throughout Early Years and KS1 and expect that by the end of KS1 children can;

By the end of KS2 children can;

Teaching of Writing


We aim to prepare and equip children with the writing skills they need to become confident, independent writers and bring enjoyment into writing to inspire them. Through a balanced and broad curriculum, we intend to provide regular opportunities for children to write from different perspectives, e.g. to write as a historian. We want to ensure that all children, regardless of background and experiences, are provided with the scaffolding support and tools that they need to succeed.



By the end of KS1 children can;

By the end of KS2 children can;

Reading Newsletter

2023-12-01 Reading Newsletter No 1 December 23.pdf