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  • KS1 92.00%
  • KS2 92.50%
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Kingsmoor Lower School

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English at Kingsmoor Lower School



Through the use of carefully selected fiction, non-fiction and poetry texts, we strive to develop our children's love of reading, writing and discussion by creating a curriculum that encourages them to become excited and engaged with English.  By embedding the English skills and knowledge in every English lesson and the wider curriculum, we endeavour to nurture the children's understanding of the value of English to them now in their futures.



Reading & Phonics:

At Kingsmoor, reading is a vital part of our curriculum and so is an integral part of all of our lessons. We also encourage our pupils to read for pleasure and to read widely. Each phase within the school focuses on age-appropriate skills and uses a range of strategies and interventions to support the pupils.


In Early Years and KS1, our focus is on build early reading skills including knowledge of phonemes and graphemes as well as blending and segmenting in reading. As children become more fluent reader in Year 2, we begin to focus more on their comprehension skills as we work towards SATs assessments.


As our children progress into KS2 and are fluent readers, the focus is on building and extending their comprehension skills.



At Kingsmoor, writing is taught in a cross-curricular way, so that the subject specific skills are often scaffolded within a theme or context each term. This is done by making natural links with other areas of the curriculum which enhance and compliment our topic learning. Teachers plan and tailor units of work and lessons to address the specific individual needs but also take into account the interests of pupils so that everyone has the opportunity to reach their full potential regardless of their starting point.


Pupils are taught the craft of writing using a variety of stimuli such as film clips, photos, artefacts as well as carefully selected books and texts. Pupils are supported to move towards independent writing through a range of activities including discussion, modelling, shared and guided writing as well as peer and self-editing. The teaching of writing focuses on the authors intent, the skills of writing and the development of sophisticated vocabulary. We encourage the pupils to see themselves as authors, considering the purpose of the text, the audience and justifying the choices they make. To promote the status of written work we provide opportunities for pupils to publish their work on our phase home learning page or by creating their own books that can be shared in school.


Speaking And Listening:  

As with Reading and Writing, Speaking and Listening is also taught and encouraged through all areas of the curriculum and in all aspects of school life.  Children are encouraged to participate in all lessons - offering their opinions and answers whilst listening respectfully to those of their peers. 



At Kingsmoor, we teach the Literacy elements of the Early Years Foundation Stage Curriculum in Ladybirds and Rabbits (Nursery and Reception):


Statutory Framework for the Early Years Foundation Stage


In KS1, we teach the English National Curriculum in single year group classes to allow us to build a strong foundation of the early reading, writing and discussion skills. In KS2, the National Curriculum is taught in mixed Year 3 and 4 classes.

English Programmes of Study: Key Stages 1 and 2



At Kingsmoor, children are assessed during every lesson which enables our teachers to plan the next steps for each child. Teachers assess against the learning questions and the basic skill requirements for each year group and provide live feedback which enables each pupil to make progress within the lesson and over time.


The impact of the reading and writing curriculum is reviewed half termly and progress is measured against end of year outcomes for individual pupils and for the year group. Their attainment and progress is monitored and analysed which not only informs future teaching and learning but also informs Pupil Progress meetings between teaching staff and subject leaders to help identify children who may require extra support.


Formal Assessments:

Chn are formally assessed in communication and language, word reading, comprehension and writing at the end of Reception against the ELG:


Early Learning Goals


At the end of Year 1, children are formally assessed in a Phonics Screening Check. The statutory Year 1 Phonics Screening Check generally take place in June. The check consists of a list of 40 words which children will read one-to-one with their class teacher.  It assesses phonics skills and knowledge learned through Reception and Year 1. The results of this check are reported to parents.


Phonics Screening Check Information for Parents


At the end of Key Stage 1 (Year 2), teachers will formally assess the standards children are working at in Reading Comprehension and Writing. To help make these judgements, children sit national standard attainment tests (SATs). These tests, along with teachers’ assessments throughout the year, with be used to formally assess children in Year 2. These tests usually take place in May.


SATs Parent info sheet

Genre Coverage Map

How We Teach Reading & Phonics:


In EYFS, reading is taught through shared reading, using large print books and picture books. Pupils are taught the process of reading; learning that words and pictures have meaning. Through a range of practical activities children learn familiar stories. Pupils explore skills such as sequencing, prediction and retrieval. Using the Little Wandle programme our pupils are taught the initial sounds of the English language.


In Key Stage 1, we use Little Wandle for our phonics programme. Phonic awareness helps the development of reading by segmenting and blending sounds. The children will be heard read individually and in groups. Reading is taught through a shared reading approach using large print books or the IWB. Many of the books are rhythmical and have repetitive patterns. Pupils are taught reading through a mix of Guided Reading and Whole Class Reading using VIPERS comprehension skills: Vocabulary, Inference, Prediction, Retrieval, Sequencing and some summarising. Pupils also explore a wide range of fiction and non-fiction texts in their foundation lessons, which are based around age-appropriate texts linked to the topic being studied.


In Key Stage 2, we teach reading through a whole class approach focusing on the curriculum domains. We use VIPERS comprehension skills to ensure consistency across the Key Stage. Pupils explore and consolidate the following skills: Vocabulary, Inference, Prediction, Explanation, Retrieval and Summarising. They will also work on ensuring that they are able to make justified responses using evidence from the text and can begin to explain authorial choices. Pupils explore a wide range of fiction and non-fiction texts in their foundation lessons, which are based around age-appropriate texts linked to the topic being studied.


Reading Scheme: 

We have recently invested in a new Big Cat Collins reading scheme in order to offer own children a range of high-quality reading books that are levelled in coloured bands from EYFS all the way through to Year 4. However, within this we have still kept a range of books from different schemes to provide a greater variety of reading books for our children to choose from.  These books have been integrated into the Big Cat Collins banding system.


Children across the school are listened to at least once a week by an adult in school. This could be their class teacher, teaching assistant or a reading volunteer. Reluctant readers, or those pupils who struggle with reading are identified as ‘priority readers’ and are heard more regularly to ensure that they make expected progress. Pupils are regularly tested to assess their reading level, ensuring that pupils are reading the most appropriate books.


Reading Lessons:

At Kingsmoor, reading lessons are delivered in a range of different ways:

  • Whole Class Reading sessions: These lessons, firstly encourage children to look at vocabulary and make sure they know the meanings of key words which means they are better equipped to discuss the text in detail, using a range of reading skills. Pupils are encouraged to discuss their understanding in the first instance before being asked to record their ideas on a whiteboard or on paper.


  • Guided Reading Sessions: In EYFS and KS1, the children will have a guided reading session once a week in a small group. These sessions use texts that are aligned with the children’s reading ability and will focus on reading aloud and developing comprehension skills.


  • Discreet/Focused Comprehension Lessons: From Year 2 up, we teach lessons which focus on developing pupils’ level of understanding of the text, through discussion, written and oral tasks; and the exploration of new vocabulary. Pupils will be taught to retrieve, infer, predict, summarise, analyse and evaluate a whole class text.


  • Big Read Lessons: These sessions will happen across the school as we share our class novels, which can be linked to our topics or based on the classes own interests. In these lessons, pupils explore a novel, developing their reading skills and their ability to understand the author’s intent, connections and links to their own experiences. Discussion and critiquing are also key aspects of these lessons in KS2.


  • Reading across the curriculum: The wider curriculum is taught through themes which focus on reading and vocabulary development allowing the skills taught in English to be applied in a wider range of contexts. We maximise opportunities for pupils to read, through our Topic Reading Lessons. These lessons focus on the teaching of reading whilst increasing the pupils’ knowledge and understanding of the topics being taught in other subject areas such as History and Geography.


  • Independent Reading: We use quiet whole class reading times in KS2 to promote independent reading.

Reading Progression

Writing Progression

Reading Through The Book Bands


There are general guidelines about which book bands should be covered within each National Curriculum level. By the end of Term 1 in year 2, children working at the average level should be reading books in turquoise or purple bands. Please remember however, that children learn in different ways and make progress at different times. It is possible that there may be seven-year-olds on Book Band Red and five-year- olds on Book Band Turquoise. As a rough guide, children are expected to reach the Lime level at seven or eight years old. Children who read above Lime level are reading fairly fluently.


The books will vary in a number of ways, including layout, size, vocabulary and length, to give the children a rich diet of literature. The difference between each colour band/number stage is very gradual, so that children do not experience great difficulty moving up through the scheme.


Progress through the bands is not automatic and it is important to ensure that children working in the early            bands have secure understanding so that they remain in control of the task and well-motivated as they move on to more challenging texts. This is particularly important for children at the early stages of reading.


As a rough guide, children should be able to read at least  90% of the words on the page without any problem. If the book is too easy, they can become bored. If it’s too difficult, they can become frustrated, and may have to concentrate so hard on reading the words that they lose the enjoyment of understanding the story.


A Word of Caution!

You will be doing your child no favours if you rush them through books. It is not a race, it is a journey! Children learn at different rates just as they learn to walk, dress themselves etc. at different rates. Reading must not be treated as a competition. If children are rushed through the books they will not achieve the enjoyment and understanding necessary. Books that they find too difficult will soon put them off reading!


Things to Remember

  • Do hear your child read every day.
  • Little and often is more beneficial than a long session once a week.
  • Think about how long you are reading for - the amount of reading time shouldn’t exceed     

     your child’s span  of attention.

  • Pick your timing carefully - it’s best not to embark on a reading session when your child

     is tired.

  • Every child is an individual - try not to compare your child’s progress with other

     children or with brothers and sisters.


“Parents can instill a love of reading long before a child goes to school and deepen that love of reading as  the child grows up.”


Enjoy reading with your child and help them become lifelong readers.




How to Support Your Child With Their Reading:


Pink book band – stage 1+

For children just starting to read. Children are getting used to reading from left to right and matching                   spoken words to written words. Usually no more than 10 pages with up to 5 words on a page. Aligned to Phase 2 Letters and Sounds.


Pink A

  • Locate title
  • Open front cover
  • Turn pages appropriately
  • Understand that left page comes before right
  • Understand that we read from left to right
  • Use meaning together with repeated language patterns (syntax) to predict the storyline
  • Match spoken word to written word
  • Use a few known words to assist own reading


Pink B

  • Locate title, open front cover, turn pages appropriately
  • Understand that left page comes before right
  • Use meaning together with repeated language patterns (syntax) and some letters to read simple text
  • Match spoken word to written word (1:1 correspondence)
  • Use a few known words to check own reading
  • Read a simple CVC word in the text from left to right


Red book band – stage 2

The second step up the ladder as children gain a little more confidence and may know some words by sight.                        Usually no more than 15 pages with 1 sentence per page.                    Aligned approximately with Phase 3 Letters and Sounds.


  • Locate and recall title
  • Consolidate secure control of one-to-one matching on a wide range of texts
  • Use known words to check and confirm reading
  • Solve simple CVC words by blending phonemes from left to right and check for meaning and correct syntax, ie, does it make sense and sound right?
  • Start to read more rhythmically or use phrasing while maintaining track of text
  • Repeat words, phrases or sentences to check, confirm or modify own reading


Yellow book band – stage 3

Children are beginning to read more varied sentence structures and taking some note of punctuation.  Usually no more than 15 pages with 1 or 2 sentences per page. Aligned with Phases 3/4 of Letters and Sounds.


  • Follow print with eyes, finger pointing only at points of difficulty
  • Take more note of punctuation to support the use of grammar and oral language rhythms
  • Cross-check all sources of information more quickly while reading
  • Note familiar words and phonemes and use these to help with reading of unknown words
  • Search for information in print to predict, confirm or attempt new words while reading
  • Notice relationships between one text and another
  • Predict in more detail

Blue book band – stage 4

Children are becoming more confident at reading longer and more varied sentences. Usually no more than 15 pages with 2 or 3 sentences per page . Aligned with Phases 4/ 5 of Letters and Sounds.


  • Move through text attending to meaning, print and sentence structure flexibly
  • Self-correct more rapidly on the run
  • Re-read to enhance phrasing and clarify precise meaning
  • Solve new words using print information and understanding of the text to try alternative pronunciations
  • Identify constituent parts of unfamiliar words to read correctly
  • Manage a greater range of text genre
  • Discuss content of the text in a manner which indicates precise meaning


Green book band – stage 5

Children are starting to read quite fluently and take note of punctuation. Usually about 20 pages with 3 or 4 sentences per page. Aligned with Phase 5 of Letters and Sounds.


  • Read fluently with attention to punctuation
  • Solve new words using print detail while attending to meaning and syntax
  • Track visually additional lines of print without difficulty
  • Discuss and interpret character and plot more fully
  • Use contents page and glossary in non-fiction books and locate information


Orange book band – stage 6

Children are starting to read longer and more complex sentences and can understand a range of punctuation. Usually about 20 pages with 4 or 5 sentences per page. Aligned with Phases 5 of Letters and Sounds.


  • Get started on fiction after briefer introductions without relying on illustrations
  • Examine non-fiction layout and use the contents page to select which sections of a book to read
  • Read longer phrases and more complex sentences
  • Attend to a range of punctuation
  • Blend phonemes in unfamiliar words more fluently, cross checking with meaning and syntax
  • Search for and use familiar syllables within words to read longer words
  • Infer meaning from text, check information in text with illustrations, particularly non-fiction, and comment on content
  • Begin to use appropriate terminology when discussing different types of text


Turquoise book band – stage 7

Children can read complex sentences fairly fluently, taking note of punctuation. They use expression and do  not rely on illustrations to help them. Usually about 20 pages with 4 or 5 sentences per page. Aligned with Phases 5/6 of Letters and Sounds.


  • Extract meaning from the text while reading with less dependence on illustrations
  • Approach different genres with increasing flexibility
  • Use punctuation and layout to read with a greater range of expression and control
  • Sustain reading through longer sentence structures and paragraphs
  • Tackle a higher ratio of more complex words using known vocabulary, phonic knowledge and syllables
  • Find a way around alphabetically ordered texts such as indexes, glossaries and dictionaries

Purple book band – stage 8

Children might read silently or quietly at quite a rapid pace, taking note of punctuation. Usually about 25 pages with 5 to 10 sentences per page. Aligned with Phase 6 of Letters and Sounds.


    • Look through a variety of texts with growing independence to predict content, layout and story development
    • Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences
    • Solve most unfamiliar words on the run by blending long vowel phonemes, recognising and using them in longer and more complex words
    • Adapt to fiction, non-fiction or poetic language with growing flexibility
    • Take a more conscious account of literary effects used by fiction writers, and the formal language of different types of non-fiction
    • Begin to make more conscious use of reading to extend speaking and writing vocabulary and syntax


Gold book band – stage 9

Children might read silently or quietly at quite a rapid pace, taking note of punctuation. Usually about 25 pages with 5 to 10 sentences per page. Aligned with Phase 6 of Letters and Sounds.


  • Look through a variety of books with growing independence to predict content and story development, and make full use of non-fiction layout
  • Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences
  • Solve most unfamiliar words on the run by blending long vowel phonemes, recognising and using them in longer and more complex words
  • Adapt to fiction, non-fiction and poetic language with growing flexibility
  • Take a more conscious account of literary effects used by writers
  • Make more conscious use of reading to extend speaking and writing vocabulary and syntax
  • locate and interpret information in non-fiction


White book band -stage 10

Books might have chapters. Children will read silently most of the time. They are interested in longer texts

which they can return to easily after a break. Usually no more than 30 pages and about 10 sentences per page.


    • Read silently most of the time
    • Sustain interest in longer texts, returning to it easily after a break
    • Use text more fully as a reference and as a model
    • Search for and find information in texts more flexibly
    • Notice the spelling of unfamiliar words and relate to known words
    • Show increased awareness of vocabulary and precise meaning
    • Express reasoned opinions about what is read and compare texts
    • Offer and discuss interpretations of text
    • Comment on main characters and how they relate to each other
    • Suggest alternatives or extensions to events and actions
    • Discuss feelings created by stories
    • Retelling of stories is balanced and clear

Lime book band – stage 11

Books might have chapters. Children will read silently most of the time. They are interested in longer texts which they can return to easily after a break. Usually more than 30 pages.


  • Begin to read reflectively and to perceive meanings beyond the literal
  • Refer to text to support own ideas
  • Distinguish main points from examples; fact from opinion
  • Devise key questions and words for searching and use several sources
  • Begin to read in different ways for different purposes, e.g. skimming for relevance, scanning for specific details, reflective and recursive reading for fuller comprehension
  • Compare/contrast work from more than one source
  • Read aloud with expression and intonation taking account of punctuation
  • Pupils can refer to text layout and organisation
  • Pupils show some awareness of the point of view of the author
  • Beginning to sustain narrative and investigative reading


Readers on Copper, Topaz, Ruby and Emerald:

Books might have chapters. Children read silently with confidence and perseverance. A wide variety of longer, demanding texts, usually starting with around 30 - 50 pages and building to much longer books.


Learning opportunities:

  • Sustain confidence and perseverance when reading longer, demanding texts
  • Begin to use deduction and inference with more mature fiction and poetry
  • Begin to perceive how an author develops: plot, characters, meanings beyond the literal, figurative language
  • Distinguish fact from opinion, point from example, relevant from irrelevant
  • Select key points of a text and summarise
  • Can refer to the impact of structure and organisation of texts
  • Can refer to text to explain their views
  • Identify themes
  • Identify impact of word choices
  • Secure the skills of skimming and scanning and recursive reading
  • Pupils can identify the purpose of a text

Parent's Guide to Writing

Year 1 Phonics Screening Check - A Guide to Parents