English - Reading

At Harnham Junior School, we are dedicated to developing fluent, expressive, and motivated readers who take genuine pleasure in reading and can confidently comprehend a wide range of texts.  We recognise that reading fluency, vocabulary development, and comprehension are closely connected and essential to unlocking pupils’ potential across the curriculum.

Our intent is to enable every child to read with accuracy, automaticity, and prosody so that they can read aloud confidently and with clear understanding. We aim to foster a rich culture of reading where books are valued, shared, and enjoyed by all. Through exposure to high-quality texts, pupils encounter a wide range of language, ideas, and perspectives that broaden their understanding of the world and strengthen their vocabulary. Guided reading also explicitly supports the development of comprehension through structured questioning using the VIPERS framework, helping pupils to retrieve information, infer meaning, predict outcomes, explain authorial intent, and summarise effectively.

Our ultimate goal is to achieve a true culture for reading across all year groups; starting with the teachers, classroom and planning of guided reading of which will then nurture and enthuse our pupils at Harnham Junior School.

Guided reading is taught three times a week across the school through a consistent, research-informed approach that promotes fluency, comprehension, and vocabulary acquisition. All pupils participate in whole-class guided reading sessions, which provide access to rich and challenging texts. Lessons begin with explicit vocabulary instruction, enabling pupils to confidently engage with unfamiliar words and deepen their understanding of language.

Teachers model fluent, expressive reading aloud, demonstrating how phrasing, tone, and emphasis contribute to meaning. Pupils then engage in class echo reading, repeating short sections after the teacher to strengthen fluency and prosody. This technique, drawn from the work of Christopher Such, allows pupils to internalise the rhythm and flow of well-constructed sentences while building confidence in oral reading. Echo reading is used to practise fluency, after which pupils discuss the content through structured VIPERS-based questioning to develop comprehension and critical thinking. Lessons conclude with opportunities for reflection or written response, enabling teachers to assess progress in understanding and language use.

Christopher Such emphasizes that reading fluency—the ability to read with accuracy, appropriate speed, and expression—is a critical bridge between word recognition and comprehension. According tohis theory, fluent reading frees up cognitive resources, allowing students to focus on understanding and interpreting text rather than decoding individual words. This skill is essential for accessing the wider curriculum, as nearly all subjects rely on reading to acquire and apply new knowledge. Without sufficient fluency, pupils may struggle to engage meaningfully with written materials in subjects like science, history, and mathematics, leading to broader educational disadvantages. Such argues that systematic instruction in fluency, alongside vocabulary and comprehension development, enables learners to become confident, independent readers capable of navigating the demands of the curriculum effectively.

To further develop pupils’ love of reading, teachers read aloud to their classes at least twice each week. These dedicated story sessions provide pupils with the opportunity to listen to high-quality texts read aloud over a sustained period, helping them to experience the joy of narrative, hear expressive reading modelled by adults, and encounter vocabulary and sentence structures beyond their independent reading level. This practice not only supports comprehension and vocabulary development but also strengthens pupils’ emotional connection with reading.

Texts chosen for guided reading and read-aloud sessions are varied and inclusive, encompassing fiction, non-fiction, poetry, and works by a diverse range of authors. They often connect with wider curriculum themes, enriching pupils’ subject knowledge and cultural understanding. Assessment for learning is ongoing, with teachers closely monitoring pupils’ fluency, vocabulary growth, and comprehension through questioning, discussion, and termly assessments. Pupils requiring additional support receive targeted intervention through small-group or one-to-one sessions following the RWInc programme.

The wider culture of reading is embedded across the school. Class libraries, reading corners, and reading assemblies promote enthusiasm for books and ensure that reading is visible and celebrated. Pupils are encouraged to recommend books to peers, act as reading ambassadors, and take pride in their reading journeys.

The impact of guided reading at Harnham Junior School is evident in pupils’ growing fluency, comprehension, and increasing enthusiasm for reading. Children read aloud with confidence, accuracy, and expression, showing an increasing ability to interpret tone, rhythm, and authorial intent. They can discuss texts thoughtfully, drawing on a broad vocabulary and providing reasoned explanations supported by evidence from the text.

Assessment data demonstrates sustained progress in reading fluency and comprehension across all cohorts, including for disadvantaged and SEND pupils. Pupil voice reflects a strong culture of reading for pleasure: children speak enthusiastically about books they are reading in class, recommend stories to others, and engage with reading activities beyond lessons. Teachers report that pupils show greater stamina, concentration, and motivation when reading independently and collaboratively.

The school’s consistent approach to guided reading—underpinned by Christopher Such’s principles of fluency, vocabulary, and comprehension—has created a shared understanding of what effective reading instruction looks like. The inclusion of regular teacher read-aloud sessions has further deepened pupils’ engagement and enjoyment of literature. Together, these elements ensure that pupils at Harnham Junior School not only learn to read well but also develop a lifelong love of reading.