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Turnshaw Avenue, Aughton, Sheffield, S26 3XQ - view location

0114 2873091

Reading at Aughton Junior Academy


Our objectives are to enable all children to:
Learn to read following the guidelines of the Early Learning Goals and the English programmes of study.
Read for interest, information and enjoyment.
Read a range of texts including fiction, non-fiction, playscripts and poetry appropriate to their ability, both in book format and on screen ICT texts.
Read regularly at school and at home.
Talk confidently about their reading.
Be able to use a full range of reading cues (phonic, graphic, syntactic, and contextual) to read and be able to correct their own mistakes. Our teaching will however reflect that phonics should be the prime approach children use in learning to read:
Develop confidence in their ability to select reading material independently.
Become ‘life-long’ readers.

How we teach reading/ Context
Reading is taught and learnt in specific meaningful and effective contexts. These include:
 Modelled and shared reading including Reciprocal reading
 Systematic phonics teaching including complementary sentence and word-level activities
 Whole class comprehension and differentiated comprehension learning tasks, including how to answer SAT style questions and a strong focus on inference
 Hearing readers 1-1in a discrete session


Individual Reading

At Aughton, FS2 children read a book which provides them with opportunities to apply their newly acquired phonetic knowledge. As the children move through school there is a greater emphasis on children being able to choose from books which interest them and are from different authors and publishers rather than from a reading scheme.
In FS2 and Y1, children read to a teacher/Teaching assistant twice a week. In Key Stage Two children still read individually with an adult but the frequency of this would depend on the individual need of the child. Children on the SEN register may be heard more often. This will be outlined in children’s IEPs.
At Aughton Junior Academy we use a system called Accelerated Reader (AR). This is an internationally recognised company that encourages the frequency of reading and also the children’s retrieval skills in comprehension. Children take a computer based test in Y1 so see if they are reading to start AR. The AR programme analyses the results and sets a Zone of Proximal Development (ZPD) for each child to read between. These zones are linked to typical year groups i.e. 1.2 is within Y1, 3.7 in within Y3 etc. When a child has completed a book, they log onto the online AR programme and complete a quiz about the book. This information is fed into the teachers system so teachers closely monitor progress and provide guidance for learning and encouragement to work on numerical reading targets. The numerical target is a number of points a child should aim to accrue over a term which they gain by reading a variety of self-chosen books. Each term, or earlier if identified by the class teacher, children retake a test to assess their ZPD.
Comments are written in the class reading record and parents are encouraged to contribute to the home school reading record which the children take home with their current reading book. Parents can also log onto AR and review their child’s reading material and add books from home.

Reciprocal Reading

Reciprocal Reading is used to teach children to closely analyse a text. RR is taught as a whole class looking at the same short focused text. It always follow the same structure: predict, clarify, question, summarise.
All staff use the same planning/assessment format which then informs the planning of the following session. Evidence gathered from the session also informs reading assessment.
Children will have RR sessions 2/3 times a week.


Whole class comprehension and/or differentiated comprehension learning tasks are a focus for Aughton Junior Academy. Modelling successful comprehension strategies is of vital importance and takes place twice a week in all KS1 and KS2 classes. An age-appropriate passage, usually of a high order, sometimes related to the class topic will be analysed with particular reference to inference - an advanced reading skill required for successful comprehension. There will be expectations of recording in Y2 and KS2, either on a test-type paper or in RR books. Over time, children will understand the importance of skimming and scanning, be taught how to highlight the important parts of a questions and how to answers depending on the amount of marks awarded.
In FS2, children are asked inference questions as part of shared reading and also by viewing high-quality picture books. High-quality picture books are shared throughout school as a gateway to sharing viewpoints and justifying them.


Phonics is taught in FS and KS1 in a daily, systematic way that aims to be engaging and multi-sensory. Ample opportunities are given for children to apply their newly acquired phonic knowledge into reading and writing words, captions and sentences. The four part lesson is consistent in all phases and the same planning format is used. KS1 also use the 2014 English Programmes of Study appendices to read example and exception words.

Other Reading Development

Reading is a cross curricular activity and is developed in other subjects. The school has a print rich environment, with plenty of notices, signs, posters, displays and books.
Teachers share books and extended stories with their class to develop a love of reading. We try to make sure that this happens in all classes as much as possible. Reading targets are displayed in the classroom.
Every year we participate in National Book week, having themed activities and special events. In addition, each term we have cross-curricular fortnights that encompass many subjects, but particularly reading and a love of books.
We also invite celebrated authors and poets into school to enhance our reading curriculum. We have also benefitted from events provided by our learning cluster such as “working with parents” workshops.

Recording Progress

Reading progress in FS2 is tracked through the ages and stages in Development Matters/Early Outcomes and through the FSP. Y2 and Y6 children in participate in statutory end of Key Stage assessments. Y1, 3, 4 and 5 all track progress on an ongoing basis and follow the ACET cycle of testing. These data sources are analysed termly and inform pupil progress meetings with the class teacher and the Principal– where strengths, areas for development and vulnerable groups are identified.

Home reading

We value parental involvement and consider it an essential part in children’s development of and enthusiasm for reading. We aim to promote a home school reading partnership by sharing information e.g. FS2 new parents meetings, newsletters, home/school planners, parent evenings etc.
All parents are encouraged to hear their child read for at least five minutes, five times a week. Phonic workshops are run by the FS teacher to introduce parents to how we start to teach reading. Parents are encouraged to access the children’s AR ‘bookshelf’ in order to monitor the range and type of books their child reads. It also informs them of their success in book ‘quizzes’ taken at the completion of each book. Literacy consultants from ACET are also welcomed into school to deliver workshops to parents and carers.