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Primary School

                         Keeping up with reading    


When children are not keeping up with their peers, whether they have SEN provision or not, systematic steps are put in place to give these children the best opportunity to catch up quickly.  Through half termly phonics assessments, pupil progress meetings, regular liaison with parents, summative tests, guided reading tracking and whole school progress tracking, children are rigorously assessed and flagged up immediately if their progress is slowing.  Here are some of the ways we make sure children keep up in Reading: 

  • Children who are not keeping up with peers are discussed in pupil progress meetings or an individual basis with SLT. 
  • All teachers are required to provide a reading support programme for their identified lowest 20% of readers and this includes any children who have had speech and language interventions or the few that might have failed their phonics check. 
  • Children in Reception and KS1 who are not making expected progress are given additional RWI support by trained adults. 
  • Where language and vocabulary are identified as a barrier, a trained member of staff supports children through NELI with targeted intervention. 
  • Phonics continues to be a focus throughout the whole school and those children with gaps in their phonics knowledge continue to receive RWI phonics support through small group teaching or in Years 5 and 6, through RWI Fresh Start. 
  • Nessy licenses are available to those children who could benefit from from additional reading and spelling support and/or dyslexia and is overseen by the Literacy Lead. 
  • Children who are identified through reading records/pupil voice as not reading at home are offered additional reading support and contact made with parents to offer support where needed. 
  • The Literacy Lead, Mrs McLoughlin, has dedicated English time to complete lesson drop-ins, monitor progress and listen to pupils’ readings and their views, as well as monitor progress in books.  Findings are shared with staff. 
  • The school SENCO, Mrs McLoughlin, also tracks SEND children and their progress in Reading through monitoring, drop-ins, pupil voice and tracking intervention progress. 
  • Provision maps for SEND children identify reading support. 
  • Communication with parents remains at the core of what we do, including reports and parental consultation meetings.