English

Reading

At Saint Mary’s, we encourage reading as much as possible. We want our pupils to become fluent and confident readers and to instil in them a love of reading for pleasure. In Key Stage 1, we use a range of fully decodable reading schemes for home readers, which closely match the phonics sounds pupils are learning in lessons.

In Key Stage 2, children read a variety of texts during whole-class reading sessions, as well as focusing on a class novel. These novels can be seen on our ‘What We Are Reading’ display in the hall.

All children bring a reading book home, and home reading is encouraged daily. In Key Stage 1, reading books are matched to the phonics phase that pupils are working on. In lower Key Stage 2, reading books initially follow the colour-banded system before children move on to free-choice books from classroom book corners.

We strive to promote a love of reading for pleasure throughout the school. We support this through a range of initiatives, including book recommendations, Reading Champions (pupils who promote reading across the school), reading awards in all key stages, and whole-school reading celebrations such as book fairs, library visits, author visits, and participation in World Book Day.

Phonics

At Saint Mary’s, we use the Lancashire Red Rose scheme, which is based on Letters and Sounds, to support the teaching and learning of phonics. Phonics is the government’s recommended approach for teaching children to read and spell, and it is taught daily throughout Key Stage 1.

In Year 1, all children take the statutory Phonics Screening Check in June. This assessment consists of both real and pseudo (nonsense) words. Children are well prepared for this check through their daily phonics lessons. If a child does not meet the expected standard, they will re-sit the screening check in Year 2.

In Year 2, many children move on to the No Nonsense Spelling programme. This builds upon the phonics they have already learned, alongside teaching spelling rules and grammatical patterns.

If a child continues to require phonics support in Key Stage 2, we use a Lancashire programme called Bounce Back Phonics to provide targeted intervention and support.

Phonics Phases 

All children progress through phonics phases 1–6 during Reception, Year 1 and Year 2. The video below explains the sounds taught in each phase and demonstrates some of the teaching methods used. Please speak to your child’s class teacher if you would like to know which phonics phase your child is currently working on.

Articulation of Phonemes

A useful video clip showing the correct 'pure' pronunciation of phonemes (units of sound).

Reading At Home

Reading regularly at home is vital for children’s development across the whole school curriculum. As well as reading their school reading book daily with an adult, we also strongly encourage children to be read to by adults at home.

At St Mary’s, every class has a class book or novel, which the class teacher reads regularly, from Reception through to Year 6. Reading aloud to your child for just ten minutes each day can have a significant and lasting impact on their language development, comprehension, and enjoyment of reading.

Please use the links below to access information and guidance to help support you when reading with your child.

Useful Websites to Support Reading at Home:

English Overviews

Whole School English Overview

Policies

Inclusion

At Saint Mary’s, we are committed to ensuring that all children can access and succeed in English lessons, regardless of their starting point or individual needs. High-quality, inclusive teaching is at the heart of our English curriculum, and lessons are carefully planned to meet the needs of all learners.

Teachers use a range of strategies to support inclusion, including differentiated tasks, targeted questioning, visual supports, modelling, and scaffolding. Lessons are adapted to ensure that children with additional needs can fully participate, while also providing appropriate challenge for those who are ready to deepen their learning.

Children who require additional support in reading, writing, spelling, or phonics receive timely interventions, which may include small-group or one-to-one support. These interventions are closely monitored to ensure progress and are adjusted as needed. For pupils with SEND, strategies and support outlined in individual support plans are embedded within daily English lessons.

We also recognise the importance of inclusive texts and discussion. A wide range of books and writing opportunities are used to reflect diversity, promote engagement, and develop children’s confidence and enjoyment of English. Through this inclusive approach, we aim to ensure that every child feels supported, valued, and able to achieve their full potential in English.