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We love reading at Wallsend St Peter's! 


Reading has a high profile at our school. It is the key to effective learning. Children are encouraged to appreciate books, to read independently, to make good progress and to take immense pleasure in reading. We aspire to support our children to become language rich. We believe that this can be best achieved through reading widely and reading ambitiously.


At Wallsend St Peter's, we aim to develop a love and appreciation of reading which will stay with children for life. We hope to achieve this through careful teaching and learning using up-to-date strategies. We aim to use good reading materials and resources within Literacy lessons and Guided Reading sessions and to provide a breadth and range of reading material in school.


It is our aim to allow children the opportunity:

  • To experience reading in a variety of situations so that they find reading pleasurable.

  • To access a wide range of print materials, including all genres of fiction, non-fiction, poetry, plays & pupils own writing.

  • To progress to becoming selective in their choice of reading materials.

  • To be knowledgeable about the purpose and organisation of books.

  • To nurture a love of reading.

  • To learn to read through a variety of methods.

  • To read to themselves or to others (adults and their peers)

  • To read to a variety of audiences and to hear adults and children read to them.

  • To read regularly and to develop a respect for books.

  • To become aware of the link between reading and writing.

  • To use ICT to further the development and love of reading.



Developing word recognition and language comprehension skills

In Early Years and KS1 the priority is given to securing the development of word recognition skills

Pupils are taught:

  • grapheme-phoneme (letter/sound) correspondences (the alphabetic principle) in a clearly defined, incremental sequence.

  • to apply the highly important skill of blending (synthesising) phonemes in order, all through a word to read it.

  • to apply the skills of segmenting words into their constituent phonemes to spell them.

  • that blending and segmenting are reversible processes.

  • To achieve this there is high quality teaching of phonics using Read Write Inc (RWI)



Progression in phonics skills and knowledge are taught using Read Write Inc (RWI). All children in Early Years and KS1 receive a 30 minute discrete phonics session every day. The children are taught in phase groups. The children’s progress is regularly assessed and they move through the phases at their own pace. Some pupils in lower KS2 who need extra practice in phonics also have daily phonics sessions so they can become more fluent at reading independently.


Shared Reading

Shared reading is where the teacher works with the children to model fluent, expressive reading, the use of effective reading strategies and to encourage response to texts. It can be a vehicle for both teaching children to read (decode) and for teaching children about reading, including comprehension.


Shared reading enables children to access and enjoy rich, authentic texts which are slightly beyond their independent reading level. Sessions are generally planned in a sequence and involve re-reading for different purposes, with children using their developing skills and understanding as they become more familiar with the text.


Resources used for shared reading include fiction, poetry and non-fiction texts. The text is enlarged to enable all children to see as well as to hear the text. Each class spends time every day to enjoy a class novel together.


Independent Reading

Each classroom has a dedicated reading area which includes a variety of class books (fiction and non-fiction) which the children can choose and read for pleasure. These appeal to different genders and also reluctant readers. 


Early Years

In Early Years we encourage ‘book talk’. The children learn to handle books, they talk constantly about what’s happening and they begin to recognise a few key words. All this is happening alongside the Read Write Inc phonics programme so that they can always apply these skills to the books they are reading. Every pupil reads RWI reading books. These match to the phonics sounds that the children can read independently. Pupils read in school regularly and we encourage them to read to family members at home too so they get lots of practice at reading to become more fluent.



In Years 1 and 2, as well as the teaching of phonics, there is also a focus on comprehension and reading for enjoyment.

All children will have an opportunity to read individually with an adult. We use the Read Write Inc reading scheme which matches their phonics ability and is carefully graded to move the readers quickly; using one small step at a time. Pupils will bring home the book that they have been sharing in class, a book that is at their phonics ability and a book to share and read for pleasure. 

In addition to that, Guided Reading takes place in Y2 for the pupils who have finished their RWI phonics to further develop word recognition and comprehension skills. 




We are happy to see most children are reading fluently by the time they start Y3. Our task now is to make sure the children’s understanding of the text is keeping up with their ability to read fluently.


The teaching staff will be asking highly focused questions that challenge children's ideas:

  • In fiction, we will be developing their ability to infer, deduce and to speculate on the reasons for authors' character, setting and plot choices. We will be using new texts as an opportunity to grow a rich spoken vocabulary.
  • We will use non-fiction texts to deepen the children’s understanding of topic work across the curriculum. We are seeking to ensure children appreciate reading helps them to understand the world around them. Again, we aim to use reading as a tool to increase the children’s vocabulary across every subject area.


KS2 children take part in a daily guided reading session, they will work at least once a week with their class teacher in a small, focused group, so that the class teacher can closely monitor progress in understanding. They are assessed regularly using PM Benchmarks so that they are bring home books matched to their reading ability. All classes also share a novel or story at the end of every day.


Classes from Year 3 upwards, have a guided reading session every day with each group working at least once a week with the teacher, taking part in a guided reading session and following a detailed plan. During this time, the other groups focus on other reading activities linked to the text that they are reading with the teacher. These may be:

· Comprehension: reading a section of the text independently and answering questions about it.

· Reading enrichment, the children read books/comics/newspapers or stories/poems/play or texts they have written themselves, quietly.

· Follow-up tasks, linked to a guided reading session.

· Vocabulary tasks, linked to the text that is being read with the teacher


In all these activities, the teaching staff will look for opportunities to deepen ‘book talk’ and to develop the children’s spoken vocabulary.



Library bus

We are very fortunate that the library bus visits our school every month. Our pupils all love choosing a new book to read for pleasure and they love hearing a story on the bus from the librarian.


World Book Day

Every year we take part in activities to celebrate World Book Day. Sometimes we dress up too for a bit of fun, but the main priority is enjoying reading and other activities related to books.