Woolston Brook School

Person Responsible: Stef Allan – Literacy Coordinator

This strategy outlines the practical, consistent approaches used at Woolston Brook School to develop reading fluency, comprehension, decoding, vocabulary and reading enjoyment. It explains how reading is delivered and how pupils are identified for interventions based on assessed need.

All pupils in KS2 and KS3 take part in daily literacy time during form time, which includes:

Class Reader (Read-Aloud)

• Staff read aloud to pupils.
• This models fluent reading, builds vocabulary, improves attention and listening skills, and supports comprehension for pupils who cannot yet access the text independently.
• Pupils join in discussions, predictions, vocabulary talks and short retrieval activities.

Spelling

• Structured spelling routines and activities matched to pupils’ developmental stage.
• Includes phonics knowledge, patterns, high-frequency words and spelling rules.

Handwriting

• Short, consistent handwriting practice to support fine-motor skills, legibility and confidence in writing.

Lexia

• Pupils access Lexia as part of the daily routine to strengthen decoding, word recognition, vocabulary, and comprehension.
• Teachers and TAs monitor Lexia dashboards and intervene where pupils require are flagged as requiring additional support.

Reading the News / Non-Fiction

• Pupils read age-appropriate news articles or short informational texts.
• Builds background knowledge, vocabulary, cultural capital and inference skills.
• Provides regular exposure to real-world reading.

KS4 pupils follow a functional, careers-focused literacy programme during form time designed to prepare them for adulthood, employment and further education.

Activities include:

Reading for Pleasure

• Continued encouragement of reading enjoyment through book choices, and staff read-aloud opportunities.

Reading the News

• Exposure to current events and real-world informational texts to develop cultural literacy, critical thinking and discussion skills.

Careers-Based Reading Tasks Structured reading tasks linked to Post-16 pathways

• Reading job descriptions
• Analysing person specifications
• Interpreting workplace policies and instructions
• Understanding vocational course information

Functional Writing Tasks Practical writing tasks that directly support employability and independent living

• Writing CVs and personal statements.
• Completing application forms.
• Writing emails and messages appropriately.
• Planning and drafting responses to interview questions.
• Note-taking and summarising relevant information.

Vocabulary for Work

• Explicit teaching of vocabulary associated with the workplace (e.g. punctuality, confidentiality, teamwork, supervision, safeguarding).

Discussion & Communication

• Structured discussions, mock interviews, group tasks and speaking/listening activities to build communication confidence and professionalism.

Reading Data

Reading data is captured three times a year (October, February and May) and includes:

• NGRT (KS3 & KS4).
• PIRA (KS2).
• RWI/RWI Fresh Start Assessment.
• Lexia Progress Data.

This information identifies pupils requiring additional support and allows us to tailor interventions to meet the need of pupils.

Phonics Intervention (RWI/RWI Fresh Start)

• For pupils who struggle with decoding, blending or grapheme phoneme correspondence.
• Delivered daily 1:1 or small groups.
• Pupils move through modules at their own pace, based on assessment.

Fluency Intervention

• For pupils who can decode but read slowly, haltingly or without expression.
• Strategies include repeated reading, echo reading, choral reading and guided oral reading.

Comprehension Intervention

• For pupils who can decode fluently but struggle with understanding.
• Focus areas: vocabulary, inference, summarising, prediction, question-answer relationships.
• Often delivered through targeted guided reading or short, structured sessions.

Library Access

• Pupils have the opportunity to visit the library freely to select books matched to their level and interest.
• The library includes high-interest/low-reading-level texts, graphic novels, dyslexia-friendly books and a diverse range of authors and themes.

Theme Days

• Reading events such as World Book Day, National Poetry Day and Reading Week develop enthusiasm, community involvement and creativity.

Author Visits

• Guest authors, virtual visits or filmed interviews help pupils see reading as meaningful, accessible and enjoyable. Promoting a Love of Reading
• Class displays, book recommendations, staff “what I'm reading” posters, reading challenges and pupil book reviews.
• Staff celebrate reading effort as much as reading achievement.

Staff Read-Aloud

• All teachers read aloud in lessons (English and non-English) to model fluency and ensure curriculum access for learners with low reading ability.
• Reading aloud reduces cognitive load and supports comprehension.

Use of Phonics Pedagogy Across School

All teachers have received phonics CPD. All staff consistently:

• Support struggling decoders.
• Model segmenting and blending.
• Reinforce grapheme–phoneme correspondence.
• Correct misconceptions sensitively.

Integration Across the Curriculum

• Literacy skills are applied across the curriculum in all subjects, not just in English.
• Pupils are supported to read, understand, and respond to subject specific texts, including instructions, information sheets, diagrams etc.
• Teachers model reading aloud, introduce key subject vocabulary, and teach comprehension strategies within lessons.
• Pupils practise writing, summarising, note-taking, and discussion in context.
• Subject teachers collaborate with the Literacy Lead to ensure consistent literacy support, reinforcing decoding, fluency, and comprehension skills across the curriculum.

Tracking

• Reading progress is tracked three times per year or more frequently where needed.
• Lexia data and RWI assessments feed into intervention decisions.
• Teachers and TAs contribute to pupil-reading profiles and adjustment of support.

Pupil Voice

• Pupils contribute to text selection, library purchasing and reading for-pleasure initiatives.
• SEMH needs, reading anxiety and preferences are taken into account.
• Pupils feedback through questionnaires.

Review Meetings

• SENDCo, Literacy Lead and Literacy HLTAs meet to discuss progress and review intervention effectiveness.

• Reading aloud is never forced.
• Pupils can choose alternative seating or calming spaces during reading.
• Short, manageable reading tasks are used to prevent overwhelm.
• Positive relational approaches underpin all reading interactions.
• Staff build confidence through praise, choice and co-regulation.
• Reading activities are predictable and structured to reduce anxiety.