Intent, Implementation and Impact
Early Reading and Phonics
Parental Support
Story Time
World Book Day


At English Martyrs CVA we believe in both the importance of developing children’s discrete word-reading skills and comprehension, and the need to engender their love of books and reading. We recognise that the two elements are intertwined; each relies on the other if children are to become life-long readers. Every child deserves the chance to become a reader and reading is a passport to the world. Reading great literature opens children up to ideas, experiences, places and times they might never otherwise experience in real life. Reading for pleasure gives opportunities to learn about a multitude of things that cannot be covered by a school curriculum, in a household where reading is not valued; school will be the key place where they come into contact with books.

Screening Check

All year one children take the ‘Phonics Screening Check’ - a statutory assessment required by legislation. The children have to read a total of 40 words and non words using their phonetic skills. The 40 words and non-words are divided into two sections – one with simple word structures of three or four letters, and one with more complex word structures of five or six letters. The teacher administering the check with your child will give them a few practice words to read first – including some non-words – so they understand more about what they have to do. Each of the non-words is presented with a picture of a monster / alien, as if the word were their name (and so your child doesn't think the word is a mistake because it doesn't make sense!).  

Our Parent Phonic Screening Check information is available to read here

Parents are informed of the outcome from the phonics screening check in end of year reports. Those who do not meet the pass mark will be given support and intervention programmes in year two to provide them with sufficient knowledge and understanding to re-take the ‘Phonics Screening Check’ and obtain a pass mark. Those children who do not obtain the required level set by the ‘Phonics Screening Check’ for a second time will access appropriate intervention detailed above.

Whole Class Reading

Children in year 2 and above will be taught reading comprehension skills through a whole class approach using VIPERS in KS2 and a condensed version in year 2 once a week. The children will all be exposed to a variety of texts including fiction, non- fiction and poetry. All children will be encouraged to read aloud as part of this teaching as well as adults modelling reading during the lesson. Each lesson will always include introducing the children to a range of rich vocabulary as well as focusing on one of the VIPERS skills with an opportunity during the lesson for the children to answer written comprehension questions.

Individual Reading

All children will have at least one individual reading book which have all been book banded to ensure that the book is matched to the reading age of the individual child.

Reading across the curriculum

All staff are aware of the importance of reading and realise that the curriculum can not be accessed appropriately by a child if they do not have the necessary reading skills. They are also aware of the importance of gaining knowledge from reading. We promote the importance of using books as a hook into a topic or theme for learning and we expect reading activities to be part of our whole curriculum embedded into all teaching.


We celebrate reading at school and at home. All children should read at least 3 times a week and this should be recoded in their reading diaries. The children are working hard to cross off numbers on their own personal 100 square to win prizes along the way and complete the 100 square as quickly as possible. Our pupil librarians also introduce reading competitions for the pupils to take part in.