Reading is a key skill for pupils to gain access to a life of choice and opportunity. It is our goal that all pupils are proficient readers and enthusiastic about books. We know that our early teaching of phonics is outstanding. 98% of children passed the phonics screen in 2021/22, in  line with previous years (97%). We know that this is supported by a carefully planned phonics programme which starts in the  Summer term of Nursery and continues through to Year 2. 


Pupils graduate from the phonics programme with a high level of reading fluency (90wpm). We believe that all pupils need to be fluent readers in order to be successful in school but, more importantly, to identify as readers and develop a life-long love of reading. 


Pupils move from a phonics programme into Book Club which is focused around a key text and is taught to the end of Year 8. We know that being an adept reader requires knowledge, a broad vocabulary and high level of reading fluency. Being  both an adept and enthusiastic reader requires access to high quality books which reflect the diverse experiences of our  young people, and society more broadly. 


We now have 4 libraries in the school and these are well stocked with a broad variety of books. 


In Phase 1 and 2, we have also invested in a part- time librarian who can ensure the smooth running of the  libraries and build pupils' love for books. We also participated in the Get Hounslow Reading Initiative and have had staff participate in this training. 


In Year 7, we have just launched the Reach Reading Challenge, supporting pupils to read 16 books before they turn 16 from a diverse range of fiction and non-fiction choices. This encourages pupils to vary the genres, authors and time periods from which they read. In Year 12, we also launched The BIg Read, supporting pupils with accessing more academically challenging texts, particularly non-fiction. 


We want to ensure that our pupils have a rich vocabulary that enables them to access texts. This requires a dual  approach. We need to ensure that all teachers are supporting pupils to expand their vocabulary and  have a clear understanding of vocabulary that pupils should know and they should be teaching. 


We also want to support pupils with speech and language difficulties to overcome these with careful intervention and clear working  between these and their in class teaching. We therefore know that teachers need to ensure that they are teaching Tier 2 words alongside specific Tier 3 words. 


We have shared training on dual-coding, examples and non-examples and reading strategies to support teachers’ ability to teach vocabulary effectively.  We have also, this year,  employed a full time in-house Speech and Language Therapist which we hope will help in many areas of the children’s  development, including their reading. We use NGRT tests to identify pupils that are significantly behind from Key Stage 2 upwards (this is in addition to the PIRA tests in Key Stage 2). From the NGRT tests, we identify pupils who require intervention or who would benefit from additional assessments to identify their area of need, for example the LASS test. This then helps us to identify specific interventions such as Switch-On Reading, Read Theory or Flash Academy (EAL specific).