Greenacres Primary Academy (South Pennine Academies)

Respect, Responsibility and Really Good Manners

Our Reading Strategy

At Greenacres, we believe that reading is central to all learning. We seek to foster in our children a genuine love of literature and a desire to read for pleasure, educating them to be discriminating and critical readers.


The Greenacres Primary Academy Reading Strategy


Reading is a multi-strategy approach to understanding the written word. It is not simply the decoding of marks on a page but requires us to read with understanding a variety of texts: fiction, non-fiction, real world texts, captions, lists and environmental print. Competence in reading is essential to independent learning therefore it should be given the highest priority by all staff. Success in reading directly correlates with progress in all other areas of the curriculum and is crucial in developing pupil’s self-esteem, motivation and life chances.



  • Provide rich, simulation and high-quality reading environments
  • Enable pupils to read with confidence, fluency, accuracy and understanding
  • Foster an enthusiasm and passion for reading
  • Develop pupil’s comprehension skills of inference and deduction
  • Ensure pupils make good progress
  • Ensure effective strategies are in place for the bottom 20% to catch up and keep up.



  • Enable pupils to read for interest and enjoyment
  • Read a range of texts including: fiction, non-fiction, poetry and plays appropriate to their ability
  • Read regularly at school and at home
  • Talk confidently and articulately about their reading
  • To be able to read and correct their own mistakes
  • To be confident when selecting their own reading materials.


Strategies to Teach Reading


We teach discrete Read,Write,Inc. sessions daily in Reception, Year 1 and Year 2. Pupils are taught phonics from the earliest stage of readiness and are given opportunities to apply these in the context of reading and writing.

Our very high expectations mean that we aim for 100% of children to pass their phonics screening check in Year 1. See our separate phonics statement and Early Reading Action Plan.


Individual and Independent Reading

Once children have learnt to apply their phonics and are at the learning to read stage, teachers and support staff will listen to pupils read regularly. From Year 2 onwards there are opportunities for periods of reading every day. Pupils are encouraged to keep a reading record of the books they read during this time, this is in addition to comments made by members of school staff and parents.

School and members of staff actively promote and support parents in reading with their children at home, encouraging them to record this in the home reading books.


In-Class Individual Reading

During this time, teachers or teaching assistants work 1:1 with pupils to:

  • Teaching reading strategies (e.g. segmenting and blending)
  • Provide a context for the teacher to teach high frequency words, decoding skills, use of clues (picture and textual) and context to support prediction.
  • Provide opportunity to practise reading skills
  • Support pupil in developing and applying their comprehension skills
  • Monitor and record evidence of pupil’s application of reading skills
  • Feedback to teacher with regards to individual pupil’s attainment in reading
  • Select texts that provide pupil with a range of reading materials which engage and challenge the pupil at their appropriate reading level


Shared Reading and Class Novel

In school, pupils should be given regular opportunities to hear books read aloud that they potentially cannot access themselves.


Reading Across the Year Groups

In Early Years, the teacher introduces the concept of print and reading skills are taught using big books and sound bags, individual reading with an adult, regular sharing of big books, story sacks, rhymes and jingles, daily story sessions, listening to story tapes with headphones and home-school reading of reading scheme, games to support learning of key words, sight vocabulary cards and sharing of chosen library books. 


 In Key Stage One reading skills are taught through regular shared reading and interactive books, story sessions – reading books together, individual reading with an adult, listening activity – story tapes, fiction and non-fiction baskets – personal choice and home-school reading of reading scheme and sharing of chosen library books. Also pupil’s reading skills are developed through the teaching and support of phonics.


In Key Stage Two, the progress made in Key Stage One is built upon. The focus is on developing higher order reading skills such as inference and deduction and the ability to read texts critically. Where necessary, specific phonic support is used to develop pupil’s reading skills through the use of interventions. Reading skills are taught through regular shared reading, individual reading with an adult, school library sessions timetabled weekly, home-school reading of reading scheme and chosen library books. Pupils are encouraged to choose books which they are interested in and this helps promote reading for pleasure.


  • Pupils learn to read easily and fluently through daily phonics in Early Years and Key Stage One, regular reading to adults in school, reading partners and incentives to read at home.
  • Pupils are encouraged to read widely, through our use of differing class texts, library visits and high quality attractive books in classrooms.
  • Pupils are encouraged to read for pleasure using quiet reading time, library time and listening to an adult read.
  • Pupils also need to read to find information in all lessons and comprehension is assessed in a formal way every term.
  • Pupils are exposed to a range of texts during their school career.

 Parents, friends, authors, illustrators and other visitors are welcomed into school to listen to children read, discuss their choices, share their own reading experiences, perform and run workshops.

The school holds an annual Poetry Slam and other whole school reading activities to stimulate the children’s interest in reading.