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The Rosary Catholic Primary School



At The Rosary Catholic Primary School, reading is a priority and a key driver for our curriculum. Part of our intent is that all our pupils should enjoy a wide range of experiences beyond those normally employed in teaching the National Curriculum. By doing this we also hope to develop children’s love for reading. For example, we have had the local author, Virginia Ironside, visit to encourage children to read. Reading and Phonics is a high priority to address gaps due to deprivation and cultural diversity, which will feed into all areas of the curriculum.

It is our intention to ensure that by the end of their primary education, all pupils are able to read fluently and with confidence, in any subject in their forthcoming secondary education.

We therefore intend to encourage all pupils to read widely across both fiction and non-fiction to develop: knowledge of themselves and the world in which they live; to establish an appreciation and love of reading; to gain knowledge across the curriculum; and develop their comprehension skills. We are committed to providing vocabulary rich reading material and this is evident through all aspects of the curriculum.

By the time children leave The Rosary, they will have mastered a range of skills that will support their future development. These are:

  • To have a sense of curiosity and enjoyment, we provide opportunities for children to share their love of reading by reading aloud in class and assemblies. Children also share their enjoyment of a text by discussing it with others during Guided Reading sessions.
  • To have experience Cultural Capital in a variety of different forms, we develop in pupils a love of books and high-quality literature that will not only support their learning across the curriculum, but also extend beyond the classroom environment and enrich their lives. We explicitly teach reading skills throughout the school to continually develop children’s understanding and enjoyment of texts.
  • To be resilient, independent and self-motivated, to use what they have learnt as readers to influence their writers and orators we foster in pupils the confidence, desire and ability to express their views and opinions both orally and in writing.
  • To ask questions and to problem solve, we expose children to a range of challenging texts (age appropriate) and develop their ability to increase their fluency and confidence in reading
  • To be global citizens of the twenty first century, we expose the children to challenging concepts, different cultures and ways of life through the books they study: teaching them to value and celebrate diversity in culture and language.


The systematic teaching of phonics has a high priority throughout Foundation Stage and Key Stage 1. Phonics is taught, using the Read, Write, Inc. programme, daily to all children in Foundation Stage, Year 1 and those in Year 2 who have not passed phonics screening in Year 1.

All EYFS and KS1 staff (teachers, TAs and LSAs) have been trained to teach and plan these sessions. Staff systematically teach learners the relationship between sounds and the written spelling patterns, or graphemes, which represent them.

Phonics is delivered in ability-group format from after the October half term, because it enables staff to ensure application across subjects, embedding the process in a rich literacy environment for early readers.

Timely intervention is planned for those children who are working below expected levels as soon as needs are identified.

In EYFS and KS1 we hold annual Reading and Phonics workshops to support parental knowledge and understanding.

Alongside The Read, Write, Ink. Phonics programme, children take home fully-decodable and ability matched levelled books.

The school ensures all texts are accurately matched to pupil ability by:

  • In Reception and KS1 children are assessed using the Read, Write, Inc entry assessment and follow the reading books which is matched to the phonics teaching they receive  
  • Oxford  Reading Criterion Scale
  • In KS2 children continue on Read, Write, Inc and ability matched levelled books

The two reading leads and class teachers have the responsibility to ensure progression and challenge in the reading materials selected for all children. All children from Year 1 complete the Headstart reading assessments.

All teachers complete a GAP analysis using Oxford Reading Criterion Scale assessments to identify which reading domains children need to be targeted with and to inform future Guided Reading planning. Class texts are carefully selected by the Power of Reading lead with the knowledge of how they link to other areas of the curriculum.

In Autumn and Spring term of Year 1 comprehension skills are thought through storybook teaching of the Read, Write, Inc programme. From Summer term of Year 1 children take part in Guided Reading to introduce pupils to a range of genres and to teach a range of techniques which enable children to comprehend the meaning of what they read. We use the acronym VIPERS to ensure Guided Reading sessions focus on one of the reading domains.

Any children not making the expected progress have 1:1 or small group intervention using bespoke packages.


We measure the impact of our curriculum through the following methods:

In Class Feedback

We understand that feedback in linked to progress and has to be timely to make an impact. In class feedback is used to support teacher’s workload, ensure it is as immediate and timely and specific as possible, and leaves the teacher time to focus on individual identified needs.  During guided reading sessions teacher working with an assigned group provides instant feedback regarding decoding strategies and reading domains.

Corrective Teaching/Summative Assessment

When a pupil has not met the learning objective there is timely support so they are able to continue on the learning journey with their peers. Teachers adapt their planning for the next lesson to ensure there is time to address these misconceptions. It may be addressed in the next lesson, by a Teaching Assistant, in small groups in the lesson or at Booster Clubs. The misconceptions may also be addressed through in class marking, conferencing, verbal feedback or with the use of mini plenaries. We use shared reading sessions where teacher models the thinking process when analysing a text.

Pre Teaching/Pre Assessment

All teachers must be aware of the pupil’s prior attainment. Through our Pre Learning Assessments we aim to pre-empt the difficulties for some pupils.  Read, Write, Ink assessment and Oxford Reading Criterion scale provide necessary information about each child’s reading skills and gaps.  We analyse the information and plan the learning according to individual needs and cohorts. The Pre Learning Assessments provide the starting points for learning. Where possible, the Teaching Assistants support teachers and complete pre-learning activities or activities in lessons will be tailored to address the learning gap. This might be re visiting vocabulary or basic skills needed to access the age related objective.

Teaching Assistants and Interventions (see Interventions Policy)

When we identify need, the Teaching Assistants deliver short, focused, interventions. The interventions are repeated over a week, either, daily or a specified number of times per week. The interventions are specific to the need and they are given until the misconceptions are addressed or the gap in learning is reduced. Precision teaching is used primarily to support SEN children.

Same day interventions are also used to pick up on misconceptions from the current days teaching and learning.


Teachers engage parents through September welcome meetings. Fortnightly newsletters and Parent Consultation Days ensure an effective partnership to ensure children meet their age related expectations. Mystery Reader and weekly drop in reading sessions encourage parents to take an active role in developing  love for reading.


Maths, reading and writing are all moderated internally to ensure we make robust judgements, particularly on transfer between key stages. Teachers also take part in external moderation at a Local Authority and Deanery level. Every term, teachers meet to moderate writing and ensure that teacher assessments are accurate.

Formal Assessment Cycle

  • KS1/KS2 SAT’s in May
  • Year 1 Phonics in June
  • Headstart reading assessment
  • Writing is moderated by all staff and then Teacher Assessment agreed based on the child’s performance in class.
  • EYFS is assessed and recorded using the Evidence Me programme. This is used to add photographs to the learning journeys of each child based on the EYFS objectives.
  • Target Tracker is used termly to track attainment and progress against the subject specific learning objectives. This is in Reading, Writing, Maths, Science and RE.
  • Foundation Subjects are assessed in groups of children meeting the expected standard, working below/above the expected standard. This will be based upon ‘low risk quizzes’ and with use of the Knowledge Organisers.
  • Reading is assessed using Oxford Owl Reading Criterion scale .

School reports

School reports are issued at the end of the school year. All subjects, including RE, are marked as Working towards National Expectations, Meeting National Expectations or Exceeding National Expectations.

Children are also given a grade for effort within a given subject.


21st Century World; 21st Century Learners