Reading, Phonics & Spelling

Overview

The reading, phonics and spelling curriculum is carefully sequenced to provide a coherent approach that develops children’s decoding, fluency, comprehension and spelling skills over time.

Early reading is taught through Essential Letters and Sounds (ELS), a systematic and synthetic phonics programme which ensures children develop secure decoding skills. As children progress, they move from learning to read towards reading to learn, developing fluency, comprehension and a love of reading.

The curriculum is designed to:

• Develop accurate and fluent readers
• Build strong comprehension skills
• Foster a love of reading
• Ensure children become confident and independent readers

Alongside phonics, children are taught spelling through a structured progression that builds on phonics knowledge and develops understanding of spelling patterns and rules.

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Key Stage 1

In Key Stage 1, reading is prioritised through the consistent teaching of phonics using Essential Letters and Sounds (ELS).

Children learn to:

• Recognise and blend sounds to read words
• Segment words for spelling
• Read decodable books matched to their phonics knowledge
• Develop early comprehension through discussion and questioning

Phonics is taught daily and follows a clear progression, ensuring children:

• Quickly develop secure decoding skills
• Build confidence and fluency
• Apply their phonics knowledge in reading and writing

Reading practice sessions are carefully structured to focus on:

• Decoding
• Prosody (reading with expression)
• Comprehension

Alongside phonics, children begin to develop spelling through:

• Phonically plausible spelling
• High-frequency and common exception words

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Lower Key Stage 2

In Lower Key Stage 2, children transition from learning to read towards reading for meaning and enjoyment.

Children continue to:

• Develop fluency and automaticity in reading
• Improve comprehension skills through structured reading sessions
• Expand their vocabulary and understanding of texts

Children who require additional support continue to access phonics through:

• ELS interventions
• Rapid Phonics

Spelling is taught through a structured programme linked to phonics knowledge, enabling children to:

• Understand spelling patterns and rules
• Apply spelling strategies in their writing

Reading is further supported through:

• Guided reading and whole-class reading sessions
• Exposure to a wide range of high-quality texts

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Upper Key Stage 2

In Upper Key Stage 2, children develop greater independence, stamina and depth in reading.

Children learn to:

• Read fluently and with expression
• Analyse and interpret a range of texts
• Justify their ideas using evidence from the text
• Understand more complex vocabulary and language structures

Reading is supported through:

• Whole-class reading approaches
• Independent reading
• Accelerated Reader, which supports book choice, comprehension and reading engagement

Targeted support is provided through:

• Rapid Reader
• Additional interventions where needed

Spelling continues to develop through:

• Explicit teaching of spelling rules and patterns
• Application of spelling knowledge in extended writing

By the end of Key Stage 2, children are confident, fluent readers who can engage critically with a wide range of texts.

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Implementation

Reading, phonics and spelling are taught through a structured and consistent approach across the school.

Phonics is delivered through Essential Letters and Sounds (ELS):

• Daily, systematic phonics lessons
• Clear progression from simple to complex sounds
• Consistent teaching strategies used by all staff

Reading provision includes:

• Fully decodable books matched to phonics knowledge
• Structured reading practice sessions
• Whole-class and guided reading

Spelling is taught through:

• A progressive programme linked to phonics and spelling rules
• Regular opportunities for practice and application

Targeted support is provided through:

• Rapid Phonics and Rapid Reader interventions
• Additional adult support where needed

Assessment is used to:

• Identify children needing additional support
• Ensure children keep up rather than catch up
• Inform teaching and intervention

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Impact

By the time children leave St Paul’s, they have developed:

• Secure phonics knowledge and decoding skills
• Fluency and confidence in reading
• Strong comprehension skills
• Accurate and purposeful spelling

Children can:

• Read fluently and with understanding
• Engage with a wide range of texts
• Discuss and analyse what they have read
• Apply spelling knowledge accurately in their writing

Children show clear progression from early phonics to confident, independent reading.

Most importantly, children develop a love of reading, seeing themselves as readers and choosing to read for pleasure and purpose.

 

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