Image result for reading opens minds quotes


Our aim is for all children to become confident, successful, fluent readers, enabling them to access all areas of the curriculum and become lifelong readers and learners.

The development of reading at Easterside Academy is supported by Gough and Tunmer’s simple view of reading. Teachers also use the ‘Scarborough Reading Rope’ theory to support the teaching of reading.

Children will develop:

  • Excellent phonic knowledge and skills.
  • Fluency and accuracy in reading across a wide range of contexts throughout the curriculum.
  • Knowledge and an extensive and rich vocabulary.
  • An excellent comprehension of texts.
  • The motivation to read for both study and for pleasure.
  • Extensive knowledge through having read a rich and varied range of texts.

Early phonic teaching begins immediately when a child joins our Early Years setting, whether this be in nursery or reception. In Nursery the focus is on Phase One of Letters and Sounds which concentrates on developing children's speaking and listening skills and lays the foundations for phonic work where correspondence is made between phonemes (sounds) and graphemes (letters). The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills. There may be some children who are introduced and begin letter – sound correspondence in nursery. This is usually once a child has a secure knowledge and understanding of sounds and is able to begin to orally blend and segment. 

In nursery children are taught how to handle books, that print carries meaning and begin to develop an understanding of story structure and characters through book talk and the reading and sharing of books.

The academy runs The Literacy Trust’s Early Words Together programme for all nursery children and their parent / carer.


Home | Sounds Write Sounds Write - first rate phonics | An exciting, new  approach to the teaching of reading, spelling and writing An exciting, new  approach to the teaching of reading,

From Reception onwards children receive daily, systematic, discrete phonic teaching sessions. We follow the ‘Sounds Write’ Phonic Programme. This is a highly structured, cumulative, sequential, explicit and code-oriented instructional programme for teaching all children to read and spell. The programme focuses on three key skills:

  • Segmenting
  • Blending
  • Phoneme manipulation

And 4 key concepts:

  • Letters are used to spell individual sounds. (Symbols for the sounds we make). What sound do you say for this?
  • Each sound may be written in more than one way.
  • Many sounds may be written in more than one way.
  • Many spelling represent more than one sound.

This programme is introduced in YR, taught in KS1 and fine-tuned throughout the rest of Key Stage 2.

Please see the link below that takes you to a FREE parent / carer course / video explaining 'Sounds Write' and how to help your child read and write.


Sounds Write continues into KS2 and is used as both an intervention for any child who has not acquired the expected phonic standard or needs additional support, as well as a whole class teaching tool for reading and spelling.


Phonic Policy


Our academy reading scheme begins with carefully selected decodable books which consolidate our early phonic teaching of the ‘Sounds~Write’ programme. We use the ‘Dandelion Launchers and Readers' scheme so that with step-by-step progression, the pupil succeeds at each level while learning the phonics needed to become a fluent reader. Confident readers will then move into the 'Oxford Reading Tree’ scheme.

Reading Scheme Progression


Reading skills and comprehension are taught explicitly through whole class, discrete lessons; guided group work and individual reading. Opportunity is also given for children to apply and practise skills regularly across all subjects. Our curriculum is vocabulary rich with children being exposed to ambitious language daily.

Quality reading texts are carefully selected to engage and enhance children’s interest and love of literature. These are linked to the half-termly topic ‘Enquiry Question’. The texts are often chosen from CLPE’s Power of Reading book lists along with their teaching sequences. These are adapted to support the delivery of our reading and wider curriculum.



The academy is a named CLPE Associate School for its commitment to embedding the Power of Reading as part of our English Curriculum.


The reading curriculum is a progressive model so that by learning the content pupils will make good progress as they move through the school from Early Years to Year 6. Challenge is inherent because the ambition is high for when Easterside Academy pupils leave our school.

The academy has ensured there is a minimum entitlement of texts for all as they move through each phase of the school, to ensure that all children leave with a diet of varied texts and literary forms including fairy tales, rhymes, poetry, play scripts, traditional and contemporary fiction and non-fiction.

We recognise and value the importance of reading aloud, modelling book talk and sharing texts and do this regularly to promote and instil a love of reading for pleasure. Opportunities are provided for children to read texts they have chosen themselves from their stimulating reading area within their own classroom or school library.

There is an expectation that children read regularly at home with an adult as well as at school and record this in their home-school reading diary. The academy provides opportunities for parents / carers to come into school and work alongside staff and pupils to engage in reading activities e.g. Early Words Together, Stay and Play, Open Mornings, Book Events etc.



Reading in Early Years

Core Texts Y1 - Y6