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Primary School

                          Progress in reading   


Netherthong has many systems in place to ensure all our pupils make good or better progress in Reading. 

How do we track progress? 

  • All pupils complete a baseline assessment on entry to Reception 
  • Using the RWI phonics programme, phonics is delivered daily and assessed continually against our progress tracker to identify any gaps in sounds. 
  • RWI progress continues to be tracked into KS2 for those children who need ongoing/further phonics support. 
  • NFER Summative Assessments are used 3 x a year (Y1, 3-5) 
  • Historical SATs papers are used regularly in Y2 and Y6 to identify gaps and to evidence progress. 
  • Pupil progress meetings are held termly, between SLT and class teachers, to review Reading progress. 

What are our progress expectations? 

  • We expect virtually all our children to have learnt all their set 1 sounds, be able to blend and have started the ditty phase by end Reception.  
  • We expect all children to have learnt their set 2 and 3 sounds by the Summer Term in Year 1. 
  • We track phonics regularly using our phonics sound tracker and expect to see children making progress down this tracker, with the sounds they know. 
  • Progress in R is also monitored through the EYFS framework. Pupils are expected to achieve ELG by the end of the Summer Term, making age appropriate progress throughout the year linked to RWI progress. 
  • We expect children to make progress through their reading ages when tested, through their NFER scores each year, through comprehension scores in class and in their reading fluency when reading with adults. 
  • We use FFT 20 to set challenging Reading aspirations for our children (KS1&2) 


How do we support those that are not making expected progress? 


  • Children in R/KS1 who are not making expected progress are quickly identified and additional RWI and/or Nessy support is provided and delivered by fully trained adults. 
  • Children in R/KS1 who are not making expected progress are given additional reading time with an adult and school and parents work closely in partnership to identify additional opportunities for reading support. 
  • Phonics continues to be a focus throughout school for those children identified with gaps in their phonics knowledge. 
  • Where phonics support is still required in Years 5 and 6, RWI Fresh Start is provided by a well-trained member of staff and overseen by the Literacy Co-ordinator, Mrs McLoughlin. 
  • All teachers are required to provide a reading support programme for their identified 20% of readers which is reviewed termly and discussed in Pupil Progress Meetings. This may include access to Nessy, Reading Friends, extra reading sessions and extra phonics sessions. 
  • NELI is used to support some children for whom English is not their first language. 
  • Children who are identified as not reading regularly at home, via reading records, are supported with extra reading opportunities that arise in school and contact is made with parents to see how best school can support them. 
  • 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.