Hugh Sexey Church of England Middle School
Together we believe; Together we achieve

Reading Focus Intent

Reading Summary of Intent, Implementation and Impact Statements



• foster a lifelong love of reading

• reading for pleasure is our ultimate goal

• pupils are exposed to reading on a daily basis

• high aspirations for all our pupils

• a fundamental part of everything we do

• exposed to high-quality fiction and non-fiction texts across the curriculum

• exposure to modern and literary heritage texts encompassing prose, poetry and playscripts

• a range of reading skills are taught across the whole curriculum

• encourage pupils to think as active readers and develop personal opinions

• develop pupil’s capability to read critically from a variety of texts

• all of our pupils to leave school with the tools needed to thrive in society

• be able to read fluently and comprehend effectively

• a range of multicultural texts to celebrate diversity

• form links to character development, mental and moral wellbeing

• pupils are ready for the next stage of their academic journey.



• weekly Guided Reading and regular whole-class comprehension

• on entry, Year 5 pupils are assessed in their word reading and comprehension skills through Star Reader assessments (Accelerated Reader)

• There is a whole section of AR books in the Library for Year 5 – these are levelled

• We operate the 5-finger rule: - If a child is making 5 errors or more per 100 words the text is too hard. - If the child is making 3 errors per 100 words the text is likely to be at an instructional level. - If a child makes less than 3 errors they are able to read independently

• ensure the learning they receive is bespoke to their needs through data analysis (teacher assessment, Star Reader and KS1/2 data)

• bespoke interventions put in place for struggling and more able readers from the start of the academic year – these are regularly reviewed to monitor their effectiveness (these include: Doodle, 1-1 Literacy Catch-up, small group work, LSA support, Rapid Reader, The Red Box, Read Write Ink, Barrington Stoke Young Editors, Reluctant Readers groups, Reading Gladiators)

• Additional Literacy Support through FLEX or English Tas. These sessions are bespoke to each learner and respond to their individual gaps in learning

• SoL have been adapted to included more reading opportunities

• Other subject areas have made reading explicit in their SoL

• Our curriculum builds on the reading skills of previous years

• Enrichment activities are used to raise the profile of reading

• All staff are teachers of literacy and are provided with regular training to ensure they are applying relevant skills effectively

• All staff promote a love of reading by sharing what they are reading and ‘getting caught reading’

• Growth mindset strategies and raising the praise are used to develop pupils’ resilience and confidence in reading

• Moderation of reading will become part of our regular practice

• Expose our pupils to a diversity of texts from other cultures, developing our pupils’ empathy, character and morality

• British Values have been embedded into our curriculum

• Complex vocabulary is explicitly taught across the curriculum

• The Library is well-stocked and stock is regularly updated; the Librarian is knowledgeable and passionate about reading and books

• Book corners are in all KS2 and English classrooms

• Additional Literacy Support through FLEX or English TAs

• Dyslexic-friendly books and displays

• Reading competitions are run in KS2

• Twice-yearly Book Fair

• World Book Day activities and celebrations

• Pupils’ reading habits are regularly monitored by their English teacher and the Librarian to ensure they are reading regularly (reading logs) and that they are reading a broad range of genres.



• Feel safe in taking risks in their learning and feel confident in answering questions, justifying their responses and forming opinions based on their experiences

• Use their skills and knowledge to comment on a range of genres, purposes, text types and audiences

• Have a curiosity that engages them in their learning of new experiences, texts and contexts and are able to develop as independent learners when responding to texts

• Use their skills and knowledge to apply them to new concepts and contexts when analysing and commenting on texts

• Analyse a range of texts using a range of reading skills and strategies

• The vast majority of pupils meet or exceed age expectation

• Have developed many skills required for them to be successful in the next stage of their education.