Reading Motivation

Brampton ‘The Ellis’ C of E Primary School strive to ensure that every child will learn to read, regardless of their background, needs or abilities.  We aim to achieve this by:

  • All staff making reading a priority

    • This is led by senior SLT, who have a passion and drive for reading. 

  • All staff fostering a love of reading

    • This is delivered through staff knowing a wide range of texts (stories, poems, rhymes and non-fiction) and reading aloud to children daily.   

    • Staff know the reading habits of their children and have knowledge of children’s literature to signpost children to further reading available. 

    • Classroom Reading Areas are invested in and are inviting spaces for children to read for pleasure.  Books are organised in classrooms by topics, authors etc to make them for accessible for the children 

Early Reading


  • BEP follows Letters and Sounds and teaches EYFS/KS1 children a daily four-part lesson (revisit, teach, practise, apply)

  • A focus on Phase 1 and Speech and Language during Nursery to ensure children can hear different sounds and pronunciation properly

  • BEP Progression Map ensure all children leaving KS1 have been taught up to Phase 6

  • We may stream across classes to ensure taught phonemes are closely matched to the child’s ability

Phonics beyond Y2

  • Children who do not pass the Y2 Phonics Screen or may benefit from a phonics intervention as they start KS2 are formally assessed using www.phonicstracker.com in September.  Interventions delivered by a trained TA and monitored formally in-house (Assess, Plan, Do, Review)


Reading Lesson Structure

  • Y2 – Guided Reading - Teacher/TAs move around the class to support individual readers (word recognition/fluency/expression).  Teacher/TAs model how to read the text and children give feedback.  A discussion around the text is had to ensure children fully understand what has been read.  Teacher/TAs model how to find answers in the text (skimming and scanning) and how to infer something.  Children who are still accessing phonics lessons, also receive daily reading with an adult to ensure they ‘keep up’ with their peers. 

  • FS2/Y1 – Guided Reading - Teacher/TA have a focus group, with a book pitched one colour band above their home reading text.  Teacher/TA introduce the text and discuss features e.g. title, author, blurb, contents page and may focus on a particular grapheme, if the session is a phonics focus.  Teacher/TA may model reading the first few pages, to set the scene and give children opportunities to listen and understand the text.  Children are then asked questions to show understanding and asked to continue to read the text either individually or choral/echo style.  Children are then asked more questions to ensure they are reading for meaning.   

  • FS1 – Children share a ‘big book’ daily to show children what a reader is and share the love of reading.  From Spring 1, children begin guided reading sessions like FS2/Y1, if they are ready.

Reading Books and Reading Records

•All children should have a reading record that is checked regularly. The teacher should use this to encourage home reading (eg with a visible reward system), as well as find out about their children’s reading habits.

•Every Monday, every child should take home a book banded text and a phonics text (pitched at what graphemes have been taught).  These two books are shared at home and shared at school throughout the week to encourage fluency, expression and comprehension.  Books should be returned on Friday.  If a child wishes to keep their book over the weekend, please speak to your child’s teacher.  



Children are individually/group tracked, using the Rotherham Grids, to ensure they are making progress and on track to meet end year judgements.


Early Writing


  • Writing is taught through novel study, following child’s interests and topic texts. 

  • Writing is taught through teacher modelling.  This demonstrates writer’s thought processes, how to use resources to support writing and high expectations.

  • Previously taught graphemes should be highlighted, to ensure high expectations of children in applying these skills in their writing

Writing Lesson Structure

  • In all areas of EYFS provision, children have access to mark making and writing resources

  • Lessons begin with teachers providing feedback from previous lesson where appropriate

  • Teaching includes the use of explanations and modelling of new concepts, shared and modelled writing, guided planning, vocabulary, opportunity for children to have a go.  Teachers/TAs expect to see CEWs and phonics mats out on tables during any writing activity. 

  • Groups are fluid – children may start in an adult led group and be sent to work independently and vice versa.


  • Teachers to use the Rotherham Grids/End of Key Stage Assessment to track and monitor children’s learning. 


Writing Books

Presentation of work in books is important and it is up to teachers to set high expectations: children are expected to write on lines (EYFS) and begin using line guides in Y1.  Children should be taught handwriting at least 3 times a week, highlight letter size and spaces.  Children begin to use leads in/joined handwriting from Y1/2 (where suitable).

Developing Reading

Reading Lesson Structure

This year at KS2, we are moving to whole class rather than Guided Reading, as a result of a successful trial last year.

The teacher and TA may work with groups of children to support and monitor their reading fluency each day. Four times weekly, reading fluency is modelled to the children, and they are given the opportunity to practise.

When modelling answering any questions, we box up question words, underline key words & use a wavy line if it says where to look.

Any children who are still on a phonics phase stage in their reading have a daily phonics session in addition to the whole class reading lesson.


DAY 1: VOCABULARY FOCUS (To be completed over 2 days in Y3)

The text is introduced and the children are provided with any pre-knowledge they may need to help them access the text.

The teacher models how to be being a ‘thinking reader.’  

The teacher then models a fluent reading of the text, focusing on accuracy, pace and expression. The children then work in pairs or groups to practise this.

The teacher leads a discussion on the vocabulary and its effect.



Vocabulary Retrieval Practice and Fluency Warm Up

The teacher models how to skim and/or scan a text to retrieve information. The children are then given the opportunity to apply these skills.



Vocabulary Retrieval Practice & Fluency Warm Up

The teacher leads a discussion on inference & summative/evaluative questions, including modelling the use of skimming and scanning skills to find evidence in the text to support answers. The children highlight relevant evidence found.



Vocabulary Retrieval Practice & Fluency Warm Up

The children learn how to write answers to inference & summative/evaluative questions.



Most children complete a cold comprehension where they are given the opportunity to apply the reading skills taught to a new text.

During this session, some children may have an extra guided reading lesson.

Reading Books and Reading Records

  • All children have a reading record that is checked daily by the teacher. It is therefore important they bring their reading book and reading record to school every day.  

  • Any children who are still learning phonics will have an appropriate phonics level school reading book for the current sounds they’re working on for them to practise. It is important they re-read this book to develop their reading fluency. They may also have an appropriate book banded book or a reading for pleasure book for an adult to read to them.



Children are individually/group tracked to ensure they are making progress and on track to meet end year judgements. 

Developing Writing

Writing Lesson Structure

  • English is taught through novel study at KS2.

  • Writing is taught through the use of exemplars. In Phase 1 of the writing process, the children are guided through exploring an exemplar of the genre they’re going to be writing, selecting the features and learning and practising how to use those features. In Phase 2, the children will be guided through the planning process and then complete an independent piece of writing.

  • Lesson begins with teachers providing feedback from the previous lesson where appropriate (sometimes the whole lesson becomes a feedback lesson if a common misconception has been identified e.g. comma splicing) Teachers may also use some of this time to revise some previous SpaG learning.

  • Teaching includes the use of exemplars, explanations and modelling of new concepts, shared and modelled writing, guided planning, vocabulary, opportunity for children to have a go.

  • During the genre features teaching phase, there will be an application activity – children have a choice of challenge mild/hot/spicy (Red. Amber, Green in Y3)



  • Spelling is taught separately.

  • The spelling of common exception words is monitored by the class teacher, including ones from previous years that have not yet ‘stuck.’

  • Spelling rules are taught and then children are given the chance to practise and apply them.



  • Teachers/TAs/Children mark red books (live as much as possible) daily using mark codes (eg. FG for Focus Group, VF for Verbal Feedback) and teachers use whole class feedback to identify common misconceptions/organise focus groups/decide direction of next day’s learning.

  • Teachers/TAs mark red books for spelling errors and underline these with a wavy line, or highlight in ‘Pink to Rethink.’ If it is a common exception work, it is expected that the children use the common exception word list for their year group to correct it in red pen. If it’s an ambitious spelling for that child, then the TA/teacher also write the correct spelling above and at the bottom of the piece of work for the child to Look, Cover, Write, Check. No more than 5 spellings are selected for this.

  • After each independent piece of writing, teachers will use the appropriate writing assessment grid to assess the writing.


Writing Books

  • Work is in date order so that books show a learning journey.

  • The full date and learning intention are displayed.

  • Children work in pencil and respond to feedback in red, unless it is an independent piece of writing, where they respond to verbal feedback in pencil.