Freeman’s Endowed CE Junior Academy

Reading Intent, Implementation and Impact

Reading Intent (the What) and Implementation (the How):

Leaders in our academy prioritise the teaching of reading: word reading and reading comprehension.  Reading is identified as a key priority on our Academy Improvement Plan.

 Leaders monitor the provision of reading through learning walks in English sessions, book and planning scrutiny. They evaluate the impact of this provision through the analysis of end of year cohort data and end of Key Stage 2 Reading data and individual pupil progress throughout the year (ongoing assessments).

Early Reading Impact:

By the start of Year 3 we expect children to be skilled at word reading to ensure: 

  • the speedy working out of the pronunciation of unfamiliar printed words (decoding); decode most new words outside their spoken vocabulary, making a good approximation to the word’s pronunciation; 
  • the speedy recognition of familiar printed words; read books at an age appropriate interest level, accurately and at a reasonable speaking pace;
  • books at an age appropriate interest level are read at a speed that is sufficient for them to focus on understanding what they read rather than on decoding individual words;
  • most words are read effortlessly and children are able to work out how to pronounce unfamiliar written words with increasing automaticity.

Decoding fluently and accurately by the start of Year 3 means that no further direct teaching of word reading skills (with the exception of vocabulary development) should be needed for the majority of children at our academy. 

Staff from the Academy work closely with teachers from the feeder schools to get an accurate picture of children’s reading skills and abilities when they enter Freeman’s in Year Three.

Reading Comprehension (and Responding to Texts):

Reading Teaching Sequence / Model:

  • Whole Class Reading

Children hear, share and discuss a range of high quality texts through our whole class English teaching, both in terms of fiction and non-fiction. Genres are mapped out across Key Stage 2 to ensure progression and breadth of coverage.  Teaching staff use ‘Book Talk’ to develop children’s understanding and responses to books and texts, and encourage them to think deeply about characterisation, settings, themes and language.

Explicit teaching of reading comprehension takes place as part of the English teaching sequence on average four times a week during a three week unit. Reading and Writing are closely linked and children learn how to read as a reader, read as a writer and then finally write as a writer with a clear sense of purpose and audience.

We ensure children of all ages learn comprehension strategies and are able to respond to texts. We explicitly teach the following key reading domains through carefully planned ‘VIPERS’ lessons: 

  • Vocabulary (and grammar – linguistic knowledge)
  • Inference
  • Prediction
  • Explanation
  • Retrieval
  • Summarising and Sequencing (KS2) 

The level of challenge increases throughout the year groups through the complexity of texts being read. 

Vocabulary is developed by the following strategies:

  • Identification of Tier 2 and Tier 3 vocabulary at the planning stage 
  • Whole class direct teaching of new vocabulary
  • Teaching of the meaning of new vocabulary
  • Teaching how to use new words in the correct contexts
  • Displaying of new and relevant vocabulary
  • Repetition and revisiting of new vocabulary to support transfer into long term memory

It is recognised that reading comprehension relies heavily on knowledge.  Our broad curriculum will aid reading comprehension by ensuring that children gain the knowledge of the world in which they live and bring such knowledge to their reading.

  • Guided Reading:

Children are grouped based on needs and texts are selected carefully to ensure match of challenge to need.  Domains taught in the whole class sessions are reinforced in the guided group sessions. Pupils are challenged to read books that are slightly ahead of their level of independent reading, and apply their learning to such challenging texts.

  • Reading Interventions:

Reading interventions focus on:

  • Word reading for children who are struggling to decode; the Read, Write, Inc Phonics scheme is used to deliver Phonics interventions for those pupils that need it.  Data from KS1 phonics is used to identify those children who need additional support with developing their phonics knowledge on entry to Year 3; ongoing assessments also provide information about who may need further Phonics support.

And / or

  • Reading comprehension for those children who can decode fluently but do not understand what they are reading.  Switch on Reading and ‘Inference’ interventions are used to develop children’s comprehension skills. Such programmes are short interventions (max 10 weeks) and the impact of them on reading progress and attainment is carefully reviewed and monitored.  

All programmes are rigorous and systematic with the intention that these children catch up rapidly with their peers. 

  • Developing the Love of Reading

The following strategies are used to encourage reading and to develop the love of reading in our academy: 

  • Story Time continues to take place throughout Key Stage 2,at least  3 times per week. High quality texts are selected by each teacher to tie in with the topic being taught and provide rich reading experiences for pupils. 


  • School Library: The children take home library books once a week to share at home and are encouraged to read widely across both fiction and non-fiction.

The Academy also promotes a love of Reading through:

  • Reading Corners in each classroom which promote age appropriate, quality texts
  • displaying 100 books to ready before you are 12:
  • The Book Squad / Book Club - children who promote reading across the school/help to deliver Book Club
  • Special wrapped book reveal - a weekly event in each class to engage and enthuse children about the mystery book - they then have the chance to take the book home to read
  • The Reading Environment - promoting quality texts around the school
  • A weekly prize book for reading at home that is presented in our special Celebration Worship on a Friday.


By the end of LKS2 we expect our children to: 

  • Have decoding skills that are secure and hence vocabulary is developing;
  • Be independent, fluent and enthusiastic readers who read widely and frequently; 
  • Be developing their understanding and enjoyment of stories, poetry, plays and non-fiction, and learning to read silently; 
  • Be developing their knowledge and skills in reading non-fiction about a wide range of subjects; 
  • Be able to justify their views independently about what they have read.

By the end of Year 6 we expect our children to:

  • Read sufficiently, fluently and effortlessly, with understanding at an age appropriate interest level in readiness for secondary school;

In addition, we expect our children to: 

  • Have a love of reading that feeds the imagination;
  • Read widely across both fiction and non-fiction, developing knowledge of themselves and the world in which they live;
  • Have a developed vocabulary beyond that used in everyday speech;
  • Understand nuances in vocabulary choice; 
  • Understand age-appropriate, academic vocabulary.

English Policies

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PDET Contact Information


Peterborough Diocese Education Trust

If you would like more information about Peterborough Diocese Education Trust, please contact us:

Bouverie Court
6 The Lakes
Bedford Road

Monday-Thursday 08.00 - 16.30 : 07841 032569, Friday 08.00 - 16.00 07841 032564

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Freeman's Endowed CE Junior Academy

Westfield Road



01933 274870

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