Reading at Checkendon Primary School 

Intent: why we teach reading

Our vision to unlock the unique voice within each child, fostering a lifelong aspiration of learning excellence, lies at the heart of the Checkendon Church of England (A) Primary School reading curriculum. Through a structured and progressive programme of phonics, comprehension, and engagement with high-quality texts, we aim to develop pupils’ fluency, critical thinking, and love of reading within a caring Christian community.

Rooted in our values of respect, integrity, compassion, courage, and hope, we aim to ensure that every pupil becomes a fluent, thoughtful and joyful reader. We believe reading is both a gateway to learning and a window to understanding humanity.

Our reading curriculum is designed to:

• Build secure reading knowledge through systematic phonics and progressive comprehension teaching.
• Develop fluency, accuracy and enjoyment so that all children can access the full curriculum.
• Encourage critical, creative and compassionate thinking through engagement with diverse texts and authors.
• Ensure that every pupil, including those with SEND and those who are disadvantaged, achieves success in line with their peers.
• Reflect our values:
  • Respect for the voices, stories and experiences of others.
  • Integrity in forming independent, truthful interpretations.
  • Compassion through empathy with characters and situations.
  • Courage in tackling ambitious and challenging texts.
  • Hope inspired by reading stories that nurture imagination, resilience and faith in the future.

Reading at Checkendon equips pupils not only with literacy skills but with the character, knowledge and cultural capital needed to thrive as lifelong learners and responsible citizens.

Implementation: how we teach reading

We deliver a coherent, cumulative reading curriculum built on evidence-based practice and aligned with the new Ofsted expectations for curriculum quality, inclusion, and personal development.

Early reading and phonics

• We follow the  Little Wandle Letters and Sounds Revised programme with full fidelity, ensuring consistency and progression from Reception onwards.
• Daily phonics lessons  are fast-paced, systematic and engaging, enabling pupils to quickly master decoding and blending skills.
• Regular assessment identifies pupils at risk of falling behind, and targeted support ensures no child slips through the gaps.
• Our approach reflects compassion and courage – pupils are nurtured with patience and encouraged to persevere.

Reading progression and comprehension

• Reading skills progress through Sonar Small Steps, building from decoding and fluency to deep comprehension, inference, and evaluation.
• Whole class reading lessons use high-quality texts that promote respect for diversityand moral reflection.
• Pupils engage in dialogic teaching – discussing, debating, and justifying ideas with integrity and confidence.
• At Checkendon, we use the  “I do, We do, You do” approach to teach reading skills. The teacher first models decoding, comprehension, or discussion strategies (I do), then guides pupils through shared practice (We do), before pupils apply these skills independently (You do). This ensures all learners are supported, build confidence, and develop independence in reading, comprehension, and critical discussion.

Reading for pleasure and cultural capital

• Each class has a daily read-aloud session, ensuring pupils experience the joy of story and language.
• Our library and class collections are inclusive and diverse, helping every child see themselves – and others – in books.
• Regular reading events, book fairs, author visits, and partnerships with our parish and community enhance hope and belonging.

Assessment and inclusion

• Progress is tracked using Sonar Small Steps at the end of every term and NTS formal reading assessments three times per year
• Teachers triangulate this with pupil conferencing, fluency checks, and comprehension tasks.
• Leaders monitor outcomes termly to ensure disadvantaged, SEND, and EAL pupils achieve in line with peers.
• Staff receive CPD in disciplinary reading to support understanding across the curriculum, in line with the 2025 EIF focus on literacy within subjects.

Family and community engagement

• Parents are active partners in the reading journey through workshops, reading diaries, and “Reading Together” events.
• Families are encouraged to read for enjoyment, building integrity, connection, and shared hope through stories.

Impact: what the outcomes look like

Our impact is measured not only through data but through the transformation we see in our pupils as readers, thinkers, and compassionate young people.

Academic impact

• Pupils make strong progress in reading, with outcomes monitored through Sonar Small Steps and termly assessments.
• Attainment in statutory assessments (Phonics Screening, KS1 and KS2 Reading SATs) consistently meets or exceeds national expectations.
• Disadvantaged pupils and those with SEND achieve progress and attainment in line with or above their peers, demonstrating equitable access to success.

• Personal Development and Christian Character
• Reading at Checkendon helps children to grow not only as learners but as thoughtful, caring individuals. Through the stories, poems and texts they encounter, pupils learn to listen to different voices, consider other perspectives, and reflect deeply on the world around them. They develop the confidence to share their ideas with honesty and kindness, and the resilience to engage with texts that challenge their thinking or emotions.
• Our pupils talk about reading with joy and curiosity. They see themselves as readers and understand how books can help them make sense of their own experiences as well as those of others. Pupil voice and reading surveys show that children value the time they spend reading and feel supported to succeed, whatever their starting point.

Cultural and social impact

• By engaging with a wide range of literature, pupils gain a sense of connection — to one another, to their community, and to the wider world. They encounter stories of courage, compassion and perseverance, which inspire them to act thoughtfully and with hope in their own lives.
• Reading contributes to a strong sense of belonging within our school: pupils feel seen and represented in the texts they explore and inspired by the worlds and ideas they discover. This confidence and sense of purpose is reflected in their positive attitudes to learning, good attendance, and respectful behaviour.
• By the time they leave Checkendon, children are confident, reflective and empathetic readers - equipped with the knowledge, understanding and strength of character to flourish in the next stage of their education and beyond.

Evaluation and continuous improvement

• Reading data, pupil voice, and work scrutiny are reviewed termly to inform planning and provision.
• Governors and subject leaders monitor the impact of reading across the curriculum, ensuring sustained improvement and alignment with the school’s Christian vision and Ofsted’s 2025 framework priorities:

• Quality of Education (curriculum depth and progression)
• Behaviour and Attitudes (engagement and motivation)
• Personal Development (character and values education)
• Leadership and Management (inclusion and staff expertise)