St Anne's

CofE (A) Primary School

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At St Anne’s C of E Primary School, we want children to love reading as much as we do; reading for pleasure is prioritised and at the heart of our curriculum.  Time is organised to support all children to become confident, keen, and capable readers so that they are able to access the entire curriculum.  We understand that being able to read fluently and being able to comprehend what they have read is a key life skill within education and beyond. We are committed to ensure that all children are taught to read well, reach age expectations, and share an enthusiasm and love for reading that travels beyond their life at school. 


A reader from St Anne’s C of E Primary School will be able to: 

  • Read at an age expected standard. 
  • Apply their phonics knowledge when reading as well as other strategies to identify unknown words. For example, reading around the word for meaning, breaking it up into parts etc. 
  • Develop reading for pleasure that lasts a lifetime. 
  • Experience a wide breath of books, including a range of genres and themes. 
  • Understand a variety of text types including fiction, non-fiction and poetry. 
  • Have a good understanding for a wide range of vocabulary. 
  • Retrieve information from the text through skimming and scanning. 
  • Read between the lines to make accurate inferences.



We are passionate about reading at St Anne’s C of E Primary School.  We believe that reading is a passport to the world and therefore every child deserves the chance to become a reader. We have adopted a coherent, rigorous and sequential approach to reading; children journey through St Anne’s acquiring essential knowledge and skills which progressively develop their reading ability and passion.  Time and care have been taken in selecting challenging and purposeful reading materials which are carefully planned and taught to the whole-class each day



Early Years Foundation Stage

This is where the journey begins and the love for reading is ignited! Developing a love of reading in younger children requires a wide, language rich curriculum and classroom environments that immerse children in books and stories. In Reception, direct and focussed phonics is taught every day using Monster Phonics.  Children read from books with the sounds they know, while they are learning to read. Children take home reading books that match their phonic knowledge which allows reading to continue to thrive and develop. Typically, children in EYFS will have the pleasure of listening to a number of stories each day.  This gives our children great practise at sitting and listening and where appropriate having in-depth discussions using tier 2 and 3 vocabulary. Continuous Provision promotes reading and is an opportunity for children to talk and play in a language-rich environment.  


Key Stage One

In Key Stage One direct and focussed phonics lessons are taught every day using the Monster Phonics program. Children read from books with the sounds they know, while they are learning to read. Children take home reading books that match their phonic knowledge which allows reading to continue to thrive and develop. Teachers and teaching assistants provide extra practice for the children who make the slowest progress, giving them the best possible chance to catch-up. Children who have completed the phonics programme in Year 2 use Accelerated Reader for their home reading.  They complete termly star tests to ensure the books are correctly matched to their ability and complete regular quizzes which allows teachers to monitor their understanding and engagement.

Here children have further opportunity to build on their fluency, stamina for reading longer texts and comprehension skills.


Monster Phonics

Teachers and practitioners have clear expectations of pupils’ phonics progress. Following every lesson, the teacher identifies the children who have not ‘kept up’ and a same day intervention is delivered. This approach allows gaps in phonic knowledge to be addressed before the next phonics lesson. In addition to daily formative assessment for learning, summative assessments are completed for reading, spelling, Common Exception Words (CEW) and High Frequency Words (HFW) in line with the Monster Phonics assessment timetable.


In FS2 and Key Stage 1, children read Monster Phonics decodable books at school with an adult every week. Children are heard read either 1:1 or in a small group. Parents and children are encouraged to read the same book, either as an eBook or a physical reading book, at home. This approach allows children to apply the phonic skills taught in the phonic lessons when practising their reading. Teachers use Monster Phonics assessment and the Monster Phonics placement chart to match books to the children’s phonic knowledge, ensuring they are reading books with 90% accuracy. 


In addition to the Monster Phonics reading books children also choose a library book to share with an adult at home. The children select these books themselves.  The aim is to foster a love of books and experience pleasure from reading.


Automatic, fluent readers who have excellent comprehension and engagement is our ultimate goal by the end of KS1.


Key Stage Two

To develop a love of reading in our school, St Anne’s has implemented Accelerated Reader, a reading programme which closely monitors children’s reading performance, their progress and informs teachers of any targets or areas to focus on. This is child-led; children can choose the book they wish to read, depending on the ZPD level set from the STAR reading test. These tests are to be completed by every child in each half term and the first week of school in September.

Our children develop reading skills most effectively when they read appropriately challenging books – difficult enough to keep them engaged but not so difficult that they become frustrated. This is their ‘Zone of Proximal Development’ (ZPD)

AR gives children significantly greater choice in levelled books and quizzes than any comparable reading programme.  


Children in Key Stage 2 enjoy whole class reading using carefully selected texts appropriate to their age and ability.

This model allows the children to explore high quality, age-related novels which build upon their vocabulary knowledge and reading skills.  Our structured approach to the teaching of reading provides children with a robust and sequential system that builds on their prior knowledge as well as develop their accuracy, prosody, pace and comprehension. 


Each week, our reading lessons start by developing the children’s fluency and vocabulary. At St Anne’s, we understand the importance of closing the vocabulary gap as it plays a fundamental role in the reading process and contributes greatly to a reader’s comprehension.

Specific vocabulary from our class novel or text is chosen every week and the children are taught what the word means as well as synonyms, etymology, and morphology. In terms of fluency, speed reads and timed challenges are used as well as strategies such as ‘echo reading’ to develop pace, expression, and accuracy. Next, a particular objective is explored; prediction, inference, summarising, clarifying etc. and the children are taught how to use the novel to search for clues and use evidence from the books to justify their answers. Our week in reading, rounds off by focussing on comprehension where children learn how to skim and scan, in-order to retrieve information quickly and efficiently.



Through the teaching of systematic phonics, our aim is for children to become fluent readers by the end of Key Stage One. This way, children can focus on developing their fluency and comprehension as they move through the school.

Attainment in reading is measured using the statutory assessments at the end of Key Stage One and Two. These results are measured against the reading attainment of children nationally.

The impact of the teaching of reading is achieved through range of areas:

  • Judgements of Key Performance Indicators linked to in-class teaching together with termly Nfer testing are used to establish the level at which pupils are comprehending.
  • Weekly monitoring of home reading is celebrated through “Remarkable Reader” awards.
  • Half-termly STAR tests are used to track the reading level or ‘age’ of the pupils in conjunction with Accelerated Reader quizzes.
  • Within the EYFS, key milestones have been identified across the year and these are used to assess the children’s progress towards meeting the ELG for reading; this enables the more timely identification of any gaps that need addressing.
  • Attainment in phonics is measured by the Phonics Screening Test at the end of Year 1.


However, we firmly believe that reading is the key to all learning and so the impact of our reading curriculum goes beyond the results of the statutory assessments. We give all children the opportunity to enter the magical worlds that books open up to them. We promote reading for pleasure as part of our reading curriculum. Children are encouraged to develop their own love of genres and authors and to review their books objectively. This enhances a deep love of literature across a range of genres, cultures and styles.

Accelerated Reader

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