Ladypool Primary School



Reading At Ladypool

At Ladypool, our priorities are both the teaching of reading skills and the enjoyment of literature, enabling children to become lifelong, confident readers. We believe reading is the tool by which children observe, absorb and become skilled manipulators of language. 

As children begin to read, we focus on decoding through a structured phonics programme. As children build fluency, pupils are given the opportunity to undertake guided, shared and independent reading throughout the school.

We believe that high-quality books are key in motivating children to read and instilling in them a love of reading is absolutely essential. In KS2, we have class sets of books for classes to read together each day. Children throughout the school are also read to at the end of each day where teachers are encouraged to model good reading and to also share their favourite books. We believe that it is all of this combined that ultimately creates a community of readers in the school.


How is reading taught at Ladypool?

EYFS and Key Stage 1

It is essential that children learn to use their phonic knowledge automatically in their reading (and writing), develop positive attitudes to reading and read for meaning and enjoyment. 


Year 1 and Year 2

Years 3 – 6


  • daily 30 min phonics 
  • daily 30 min guided reading 
  • daily 15 min story time
  • daily ‘keep up’ intervention
  • 3 x weekly catch up intervention
  • daily 30 min phonics
  • 15 min ‘keep up’ intervention daily
  • daily ‘catch up’ intervention
  • 30 min guided reading 
  • 15 min story time
  • 45-minute guided reading session
  • 2 x weekly class reader
  • daily 15 min story time 
  •  30 min independent reading/ reading for pleasure 




For the teaching of phonics, we have adopted a whole-class model with all children being taught the same skill on the same day. All teachers solely follow the Letters and Sounds programme and progress through each phase as recommended. Our daily ‘keep-up’ sessions help to support children needing further practise. We have half termly assessments which inform our planning and help us to organise interventions for those children who may have developed gaps in their Phonics knowledge. All of our phonics books are fully decodable and children take a copy of the same book home that they use in school. 

The planning follows the planning format as explained in the Letters and Sounds document. This consists of a five-step teaching process: 

  • Revisit and review 
  • Teach 
  • Practise 
  • Apply  
  • Assess

We have created a bank of activity ideas which can be used for the practise and apply sections as well as independent ‘reading focussed’ activities that are used during guided reading sessions.  


We have developed a timetable which will implement clarity and consistency throughout the school. This is as below: 

Phonics Weekly Planning Structure 
Monday Tuesday  Wednesday  Thursday Friday
Reading - word level 

 Reading - sentence level 

  Writing -word level  Writing -sentence level   Tricky word 



We have a robust ‘keep-up’ alongside a ‘catch-up’ approach to intervention. The ‘keep up’l consists of same-day interventions to reduce the number of children falling behind with the expected pace of the programme.  Teachers identify the children who need this intervention on a day-to-day basis and the children are given a daily short and sharp burst of 1-1 input which is carefully matched to each child’s learning style. We believe same day intervention is essential in reducing the number of children falling behind with the expected pace of the programme. 


The lowest 20% of children across the school  also receive a structured ‘catch up’ intervention. The aim of these sessions is to bridge gaps that children have in their phonics knowledge. All children receive the age-appropriate teaching of phonics and reading  and those requiring interventions will be given this at an alternative time. 


Guided Reading in KS1

Carousel-style guided reading sessions take place in KS1 to maximise opportunities where the class teacher is able to share books based on reading/decoding ability. The model we have adopted ensures every child up to Year 2 reads to the same adult at least twice a week. As this will be matched closely to their reading ability, it will maximise their opportunities to build on fluency and practise sounds/words they may struggle with.  The same book is also sent home each week.

The first session of the week focuses on decoding the text and the second session has a clear comprehension focus.

Guided Reading in Key Stage 2 

Children in Year 3 -6 will be taught in whole class groups. Teachers will pick high quality extracts that are linked closely to their writing units. Each extract will be studied over two days:


Day 1  

  • Shared Reading.

Teacher reads to the class, modelling expression and inference. Children are given a copy of the text each that they will follow using a ruler.


  • Direct Vocabulary Instruction

Tier 2 words from the text will be taught using the 6-step technique:


  1. Teach in context.
  2. Define.
  3. Practise aloud.
  4. Teacher to broaden the context.
  5. Pupils interact with the word.
  6. Reinforce /consolidate.


By the end of the Day 1, children should be able to summarise and retell the text to each other and discuss the key vocabulary.


Day 2 : Comprehension 


Children read the same text independently and answer comprehension questions. Teachers model how to answer a range of question types. 


Every Friday : Class reader/ Reading for pleasure and 1:1 reads. 


Every child must be listened to at least once a week in KS2. 



Authors of the month.





September Roald Dahl Roald Dahl
October Julia Donaldson Malorie Blackman
November Oliver Jeffers Micheal Morpurgo
December Anthony Browne Anne Fine
January Michael Rosen Michael Rosen
February David Mckee David Walliams
March Eric Carle Anthony Browne
April Mo Willems Enid Blyton
May Colin McNaughton Phillip Pullman
June Jill Murphy Jamila Gavin
July D. King Smith D. King Smith