Ninfield C of E Primary School

Diocese of Chichester Academy Trust


 Reading at Ninfield

At Ninfield C of E Primary School, we value the unique starting points of all of our children. We have high aspirations of all our children, including SEN. We have created a language rich environment which aims to inspire a love of reading in all children.

We want all children to be able to:

  • Speak clearly, audibly and with confidence in ways which take account of their listeners.
  • Listen with concentration in order to be able to identify the main points of what has been heard.
  • Develop their abilities to reflect on their own and others’ contributions and the quality of language used.
  • Develop their imaginative and expressive use of language by taking an active part in role play and drama.
  • Read fluently and accurately, with understanding and enjoyment, a wide range of texts, using appropriate reading strategies.
  • Develop their responses, both personal and critical, and enable him/her to evaluate and appreciate wider meanings within different texts.


  • At Ninfield, we use the Phonics Bug scheme for teaching Phonics and Early Reading and Spelling.
  • We start teaching this scheme from the beginning of EYFS.
  • If a child is not ready to start the spelling programme in KS2, then they will continue to be supported in working through phonic teaching.
  • Phonics Trackers are used to track children's progress with Phoneme Recognition and Blending and Segmenting skills. These trackers and teacher formative assessment are used to inform interventions.

Phonics Screening Test

  • At the end of Year 1, the children are assessed using the statutory Phonic Screening Test.
  • Children that do not pass this are re-tested at the end of Year 2; these results are reported to the local authority.

Reading in KS1

We use a systematic approach for teaching phonics from Foundation Stage to KS1 and in KS2 where necessary.

  • Phonic bug decodable reading books are used until the child can read freely and select their own books from the school library or class selection. Reading records are signed when the pupil has read to an adult. Sets of group reading texts are used within each class. We will read with the children on an individual, group and class basis.
  • Reading books are fully decodable and matched to the child's phonic knowledge which provides them with plenty of opportunities to rehearse the sounds and spellings they are using in class.
  • Online phonics bug e-books and games are available for home learning.
  • We encourage reading and help the children to develop an interest in books by reading and discussing a range of different text types across the Key Stages.
  • We endeavour to make our school an English rich environment to assist learning, understanding, communication, interest and enjoyment.
  • We encourage the children to develop personal responses to the texts.
  • In KS1, children read daily with an adult as part of a small group. They focus on decoding skills, understanding vocabulary and reading strategies.

Reading in KS2

  • In Key Stage 2, reading is taught through Book Club.
  • There is a focus on reading skills as outlined in the national curriculum using a wide range of texts which develops the children’s love of reading and application of the skills required to become a competent reader. 
  • It involves daily sessions incorporating whole class modelling prior to the children applying these skills through paired reading.
  • It focuses on teaching the children specific reading skills in a systematic way, and also teaches the children collaborative learning behaviours, supporting each other in reading conversations.
  • The skills focused on are summarising, clarifying, predicting, evaluating, questioning, inferring and making connections.

Writing at Ninfield

  • Each child is taught to write in a variety of styles for different purposes and audiences with a developing vocabulary and increased imagination.
  • All English sessions are based around quality texts which allow the children to write in context.
  • Other stimulus for writing includes ‘Stop, drop and write’ days.
  • The progression of knowledge and skills in writing in line with the specific Year group should be seen in all English lessons.
  • Units of writing may vary in length and complexity as children embed the new skills required to produce a finished piece of writing.
  • From Year 3 onward, there is a clear focus on developing the children’s ability to proofread and edit and improve a piece of work in line with the expectations of the English curriculum.
  • Children are involved in paired talk, teacher talk and group talk when analysing the strengths and areas of improvement for a particular piece of writing.
  • Children are taught punctuation and grammar as part of daily English lessons.
  • Literacy working walls are used to guide and support children when working through a unit.
  • There is an expectation that the skills developed and seen in English writing sessions are applied across other areas of the curriculum.


  • Each child will be taught handwriting that culminates in a joined cursive script that is a neat, fluent and legible style of handwriting.
  • They will develop an awareness of the importance of clear, neat presentation and how to set out work, giving attention to presentation and layout.
  • The use of our cursive script provides a structured approach to learning how each letter is formed.
  • Squiggle me into a writer used within EYFS.
  • Letterjoin is used throughout the key stages to support progression.


  • Spelling patterns are taught daily across KS2 and taught as part of the phonics lesson in KS1.
  • Weekly spellings for home learning which focus on a different rule, include subject specific vocabulary and common exception words.