Reading at NRHS

Intent:

At New Rush Hall School (NRHS), our aim is for all pupils to develop a lifelong love of reading. We hold high aspirations for every pupil and provide opportunities at all levels for them to build the reading, writing, speaking and listening skills required for further education and beyond.

Reading is a fundamental part of everything we do at NRHS. Pupils are exposed to high-quality texts across the curriculum, and reading skills are taught explicitly in all classes. Alongside decoding and comprehension, we use book talk to encourage pupils to think like readers—discussing their preferences, whether they’re reading Pirates Love Underpants in Year 2 or Noughts and Crosses in Year 9.

As pupils progress through school, we aim to develop their ability to read critically from a wide range of texts. Reading for pleasure remains our ultimate goal, and we work actively to dismantle the anxiety many of our pupils’ experience around reading. We want all pupils to leave NRHS equipped with the tools needed to thrive in society—fluent, confident readers who comprehend effectively

Pupils will learn to read until they can learn from reading.

Implementation:

When pupils begin at NRHS, they are assessed in word reading and comprehension so that learning can be tailored to their individual needs. Pupils requiring support follow a structured phonics programme, alongside repeated teaching of tricky words. Those pupils receive four 10-minute 1:1 phonics sessions per week within their reading lessons.

Phonics sessions are interactive and engaging. Each session includes revision of known sounds, introduction of a new sound, identification of objects using that sound, segmenting and blending words, and exploring rules related to that sound. Games such as Phonics Bingo are used to reinforce learning.

Pupils performing below expected levels, as identified through standardised scores, receive 1:1 Additional Literacy Support. These sessions are bespoke and target specific gaps (e.g. spelling, single-word reading, comprehension). Support is delivered through a Phonics Reading Scheme and Little Wandle, aligned with classroom learning to ensure continuity.

As pupils progress, they are given decodable books appropriate to their stage. Once ready, they access a broad range of engaging, banded texts matched to their level.

To further support reading development, NRHS uses Star Reader to assess pupils’ reading ages and determine their reading range. This informs our use of the Accelerated Reader programme, which encourages independent reading through tailored book choices, comprehension quizzes, and pupil-led goal setting. The programme promotes accountability, motivation, and progress by enabling pupils to take ownership of their reading journey. Teachers use the data to track progress and provide targeted intervention where needed

We use the 5-finger rule to support independent reading:

• 5+ errors per 100 words – the text is too difficult
• 3 errors per 100 words – instructional level
• Fewer than 3 errors – independent level

All pupils have a Reading Journal to record the books they read. Adults write comments on word reading, fluency, expression, and understanding. The journal also provides space for pupils to note new words and complete an activity linked to the book, helping deepen understanding.

In Theme lessons, pupils are explicitly taught a range of reading strategies, including retrieving, predicting, inferring, clarifying, and summarising. These are taught systematically until pupils can apply them independently to comprehend and interpret texts. Talking and writing stems are used to help pupils express and justify their ideas.

Impact:

Our approach to reading ensures that pupils become competent readers who enjoy a wide range of genres. They read not only for pleasure, but also to expand their understanding of the world. Pupils progress from learning to read to reading to learn.

This helps develop confident and resilient learners, equipped to access further education, employment, or training. Through a broad and rich vocabulary, pupils gain cultural capital and the qualifications needed to compete on equal footing with their peers.