Principles of an Effective Reading Framework

We achieve this by:

  • Ensuring that there is systematic whole school approach to fidelity and adherence to the SSP chosen to teach reading 
  • Developing a reading spine which enables children to become effective readers – including areas of the 2010 Protective Characteristics Equality Act 2010: guidance – GOV.UK (
  • A commitment to promote a love of reading
  • To prioritise reading within the whole school community 
  • To develop, implement & evaluate ‘non-negotiables’ to drive teaching & learning
  • There are opportunities for regular and purposeful CPD for all which clearly aims for maximum impact in professional development of staff
  • The key aspects involved in planning provide a layered approach to teaching reading in school: Intent (ambitious and driven intent for all to succeed), Implementation (includes a suite of pedagogical choices) and Impact (success for all from their starting points)
  • There are regular reviews and evolution of reading principles 
  • Increasing vocabulary can be clearly seen as a core thread in the reading framework
  • Purpose of the decisions included in the framework include research informed choices, professional knowledge of the school community & precise identification of strategies which result in maximum impact
Reading curriculum at Canon Peter Hall CE Primary School

At Canon Peter Hall CE primary school, reading is at the very heart of our learning. We strongly believe that children should be encouraged to foster a love for reading for pleasure and we provide children with the skills to be able to do this. Our main aim is to ensure that every child becomes a confident, fluent reader, who can apply their reading skills throughout the whole of the curriculum and foster a love of reading for pleasure.

All children will be exposed to a variety of literature, genres and authors and develop the self-awareness to understand the kind of reader they are. Story time is a very special time from Nursery to year 6. The children always enjoy being read aloud to and discussing the stories or text with their friends and their class teacher.

Our nursery children build their speaking and listening skills to enable them to access RWINc phonics in Reception 


Fidelity to an SSP programme, from sounds to fluency – Canon Peter Hall CE Primary delivers a complete systematic synthetic phonics programme – Read Write Inc. (RWInc.) which begins on entry into reception. 

We are determined that every pupil will learn to read, regardless of their background, needs or abilities. We endeavour to ensure the weakest readers, make sufficient progress to meet or exceed age-related expectations. We deliver high quality 1:1 RWINc Phonics intervention, which is delivered by teachers and in some instances TAs who are fully trained and updated to give the best teaching for pupils at Canon Peter Hall. 

The sequence of reading books shows a cumulative progression in phonics knowledge that is matched closely to RWINc and teachers give pupils sufficient practice in reading and re-reading books that match the grapheme-phoneme correspondences they know, both at school and at home.

Each class from nursery to Year 6 have book spines, which address protected characteristics and introduce well-known authors.  


We ensure each phonic lesson is taught daily and consistently with fidelity to the Read, Write, Inc programme.  We are a partner school with the English Hub to support Early Reading and to develop pupils reading for pleasure. 

The school has a clear assessment system of pupils’ phonics progress over a half-tem period from Reception to Year 2 to accelerate the progress of reading and to ensure no child is left behind. The robust monitoring allows for swift identification of those children who need further support through 1:1 phonics intervention.  By the end of Year 2, we strive to ensure that all children are fluent, confident readers as this not only helps them to read their chosen book but opens the door to a whole world of reading and learning opportunities. 

There is an emphasis on fluent, efficient and ‘speedy’ reading (reading on sight) of both common words and those ‘trickier’ words (words which have uncommon vowel sounds such as said or they). Children will read stories several times in order to read fluently and gain good comprehension of the text. 

The daily teaching of reading beyond phonics 

When children are confident in phonics, including fluency they will move to daily reading lessons. AT the beginning of each week, children are explicitly taught new vocabulary. This is followed by modelling specific reading skills by the class teacher and children get the opportunity to practice the taught reading skills. Each session begins with a vocabulary retrieval task. 

The intended impact of phonics and reading comprehension

The intended impact for our children is that they become fluent, confident readers who have a genuine enthusiasm and love of reading. Children will have a good level of comprehension and make inferences based on what they have read to become confident speakers in sharing their opinions and ideas on not only stories but life events too.  Reading is at the heart of all learning and will enable children to access our full curriculum offer. Where interventions are implemented, they will demonstrate effective accelerated progress. 

Supporting your child’s reading 

All children, in all year groups, will be sent home with a reading book that is appropriate for their reading ability. Whilst children are taking part in the Read, Write, Inc they will take home a copy of the book that matches their current phonic learning. There will be an additional unfamiliar storybook for you to share with your child at home.   We ask that you read at least 3 times a week with your child to support them in their reading journey. 

Children who successfully complete the Read, Write, Inc phonics programme will be able to choose their own books to take home. Your child’s class teacher will guide them towards which books will be most suitable for them and which books they might enjoy.

Supporting your child’s reading at home
our reading book spine

It is our intention that over their learning journey at Canon Peter Hall, children are read to, enjoy, discuss and work with a selection of core books. Each year group are immersed in a wide range of text types and diverse themes. They are inspired by a range of authors and poets and exposed to a balance of new and classic literature, creating a living library inside the child’s minds which will help foster  a love of reading.  Books have been carefully chosen which create mirrors and windows that reflect the realities of the children in our classrooms and beyond. These books form our reading spine.