Skip to content ↓



We aim to develop pupils’ abilities within an integrated programme of Grammar, Punctuation and Spelling Speaking and Listening, Reading and Writing.  Pupils will be given opportunities to interrelate the requirements of English within a broad and balanced approach to the teaching of English across the curriculum, with opportunities to consolidate and reinforce taught literacy skills. 

At St Cuthbert’s we strive for children to be a ‘Primary Literate Pupil’.  

  1. To set appropriate learning challenges 
  2. To teach well and give children the opportunity to learn in ways that maximise their chances of success 
  3. To have the expectation that all children will achieve at the highest level according to their ability 
  4. To have adults working with children to tackle the specific barriers to progress they may face. 


  1. Read easily, fluently and with good understanding 
  2. Develop the habit of reading widely and often, for both pleasure and information 
  3. Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language 
  4. Appreciate our rich and varied literary heritage 
  5. Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences 
  6. Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas 
  7. Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate. 



The programmes of study for reading at key stages 1 and 2 consist of two dimensions:  

  1. Word reading  
  2. Comprehension (both listening and reading).  

It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each. Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. At St Cuthbert’s progression in reading starts with the systematic teaching of synthetic phonics.  

Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. Comprehension skills are taught throughout St Cuthbert’s, in KS1 comprehension is taught through whole class story times, focusing on key texts and in their daily phonics reading groups. In KS2 comprehension skills are taught through weekly guided reading sessions.  


Guided reading 

Guided reading follows the scheme ‘Master Readers’. A planned and structured scheme based on the principles of Read Write Inc Phonics. Each day the children work as a class to read a carefully selected, age appropriate class text and are guided through key skills such as retrieval, prediction, looking at vocabulary and making inferences. Throughout the week, the teacher scaffold is removed gradually, allowing children to gain independence and confidence in using these comprehension skills.  

Independent reading 

In KS1 and EYFS every week, each child will take home their phonics reading book from their lessons, as well as another RWI book bag book that is linked to the sounds they have been learning. Each child in KS2 has an independent reading book, at an appropriate level for their reading ability, which they read to adults within the school and their parents or carers. They include a range of multicultural, fiction, non-fiction and true stories to appeal to a wide range of interests.  The reading schemes used are colour coded throughout the whole school to give the children some freedom of choice within their reading ability range. Each child has a reading record diary, which the parents are encouraged to make comments in and which provides a good line of communication between parents and teachers. All teachers have an open-door policy and are willing to discuss the progress of an individual in order to help parents support their child with his or her reading development. Every child in the school is given the opportunity each week to select a reading for pleasure book from our school library to take home and share with their family.