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​Quality of Reading Education at Greenhaugh Primary School


At Greenhaugh Primary, we value reading as a key skill and are dedicated to enabling all children to become lifelong readers. We believe reading is a key to academic success across the curriculum, through a range of genres, including poetry. Children’s reading comprehension skills are developed in order to become inquiring and independent readers. High-quality texts are used across the curriculum to build an extensive and rich vocabulary. Children develop a love of reading by becoming confident readers in a text-rich environment where time to read is an important part of the day.
A rigorous approach to teaching phonics supports excellent phonic knowledge and skills that can be applied across the curriculum.


We have a holistic approach to the teaching of reading and implement the following:

  • We teach phonics using the synthetic phonics programme called ‘Read Write Inc’ (RWI). ‘Read Write Inc’ is a method whereby letter sounds are learned before blending them together to sound out, read and write words. To achieve, children have daily phonics sessions in Reception and regular weekly sessions in KS1 where they participate in speaking, listening and spelling activities that are matched to their increasing understanding. The class teacher draws upon formative and summative assessment to ensure that children are challenged accordingly and to identify children who may need additional support. Children work through progressive phases of the phonics programme, learning and developing their phonic sounds and knowledge. If a child has not reached the expected standard at the end of KS1, RWI is used as an intervention in KS2 to reach their age-related expectation.
  • Children have the opportunity to read with an adult three times each week. This is as part of a guided reading group or individually with a Class Teacher, Teaching Assistant, Reading Volunteer.
  • Children are given access to a wide range of texts that are broadly age-related to match the National Curriculum, differentiated in order to develop confidence or challenge. All children choose a reading book to take home that is matched to their ability, encouraging them to practise their reading skills. We use the Big Cat Collins series as our main Reading Scheme.
  • Reading habits at home is monitored through our Home/School Diaries. We expect families to read these books with their child daily and communicate with us in the Home/School Diary.
  • Each classroom has a selection of books on display reflecting current learning. This offers opportunities for the children to apply their reading skills across the curriculum. We also have our well-stocked library and class bookshelves offering children a choice from a wide range of genres and authors.
  • Children are read to most days by their class teacher to model reading skills and are expected to use their reading skills to follow instructions. Children are also expected to re-read their own writing.
  • We have regular visits by ‘Reading Dogs’ to encourage our children to read and to help our children to develop confidence when reading to a variety of audiences.


Our aim is for our children to become fluent readers by the end of KS1, developing their fluency and comprehension as they progress through the school. Attainment in reading is measured using the statutory assessments at the end of both Key Stages. These results are measured against the reading attainment of children nationally. Attainment in phonics is measured by the phonics screening test at the end of Year 1 and regular ‘Read Write Inc’ assessments are carried out to measure progress. ‘Collins Big Cat’ assessments are used to inform Class Teachers of on-going progress and to select appropriate texts for each child.

By the time children leave Greenhaugh Primary, we aim for our children to be competent readers who achieve well in the statutory requirements but can also readily apply their reading skills in the wider world. We encourage our children to develop a love for reading and enter the magical world that texts can open up to them. Reading for pleasure is promoted as part of our reading curriculum and children are encouraged to experience a wide range of literature across a wide range of genres, cultures and styles. This is to encourage a love of author styles and a variety of texts and be able to review, compare and contrast what they read objectively and to be able to understand and make the most of our exciting world.



At Greenhaugh Primary School, we endeavour to create a love for literacy. We want every child to leave us with the skills of an excellent writer who:

  • Has the ability to write with fluency and has an author’s voice;
  • Can think about the impact they want their writing to have on the reader and know how they will achieve this;
  • Have a sophisticated bank of vocabulary and an excellent knowledge of writing techniques to extend details or description; be able to choose and use word order for emphasis or effect;
  • Can structure and organise their writing to suit the genre they are writing and include a variety of sentence structures and appropriate lay out;
  • Displays excellent transcription skills that ensure their writing is well presented, punctuated, spelled correctly and neat;
  • Re-reads, edits and improves their writing so that every piece of writing they produce is to the best of their ability and better than the last.

Throughout their time at Greenhaugh Primary School, children develop their skills by exploring a whole range of different genres, with a focus on exploring a range of models of excellence and using these to guide the drafting and editing process. We also strive to develop a real enjoyment of writing in all subjects across the curriculum. We expect the highest standards of writing every time a child writes in any subject.


Teacher’s need to plan the following:

  • Create immersion in the text; inspire enough to generate ideas, plan and write; for pupils to be able and confident to proof read and redraft;
  • Ensure that the vocabulary is taught, along with the spelling focus;
  • Use trips and visiting experts to stimulate and focus creative writing experiences;
  • Encourage publishing of children’s writing in various ways to appeal to a wider global audience.


Our Writing curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:
  • A reflection on standards achieved against the planned outcomes;
  • Children can understand and apply the fundamental principles of spelling grammar and punctuation in their writing;
  • Children can evaluate, improve and redraft their writing;
  • Children are responsible, competent, confident and creative writers;
  • A celebration of learning for each term which demonstrates a progression of learning across the school;
  • Children experience the achievement of becoming celebrated authors;
  • Children develop an author’s voice;
  • Children communicate clearly using accurate grammar, punctuation, handwriting and spelling;
  • Children will develop competence in transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing) at national expectation and at greater depth.