Literacy/Reading Curriculum

Our Approach to Reading

 At Orion Spires our reading curriculum is designed to develop confident, fluent readers through a combination of whole class reading, personal practice and targeted interventions. Reading lessons in the library are led by English specialists and focus on key skills in comprehension, vocabulary and decoding using high quality texts. We use Accelerated Reader in KS3 to help ‘grow’ our students’ reading ages when we have a wonderful library with a full range of texts to suit all levels and interests. Alongside the reading lesson we also have a Tutor Reading programme where tutors read aloud selected texts to promote reading for pleasure, broaden cultural and literary knowledge. Our reading challenge is 16 by 16. These are the carefully chosen texts that we believe all students should read by the age of 16 and reading work badges are issues as students work through the canon of books during their 5 years with us.

Reading in the Curriculum

Reading is taught across the curriculum through clear and explicit strategies that support vocabulary, comprehension and reading fluency. There is a strong focus on teaching Tier 2 and Tier 3 vocabulary, so students learn both academic words and subject-specific terms. Key vocabulary is carefully chosen, taught directly, and revisited often to help students remember and use it confidently in speaking and writing. Glossaries are included in lessons to provide simple, clear definitions that support independent understanding.

Teachers use Frayer Models to help students understand new words in more depth by looking at definitions, examples, non-examples and images. Repetition of key vocabulary is built into lessons so that students hear and use important words regularly, helping to strengthen memory. Comprehension is developed through structured questioning that moves from simple recall to deeper thinking and analysis.

Reading rulers are used to help students follow text more easily, especially when reading longer or more difficult passages. Choral reading is also used to build confidence and fluency, allowing students to read together and hear clear models of expression and pacing. Together, these strategies ensure that reading is explicitly taught, consistently reinforced and accessible across all subjects.

School Literacy Pyramid

Reading Culture and Promotion
Reading is developed through a wide range of activities that build confidence, fluency, understanding and enjoyment. Students regularly complete reading journals to record what they are reading, summarise key ideas, and reflect on their thoughts about texts. This helps improve understanding and encourages deeper engagement with reading materials.

Tutor reading takes place during tutor time three times a week (1x fictional reading and 2x Non-Fiction) and gives students the chance to read and discuss a shared class text. It helps improve fluency, vocabulary and comprehension, while also supporting discussion and thoughtful responses. Alongside this, structured reading programmes such as 16 by 16 ensure students read a wide range of challenging texts from different genres, authors and time periods.

A positive reading culture is also supported by staff sharing what they are reading, helping to encourage curiosity and discussions about books across the school. Reading Captains support other students to build good reading habits and enjoy reading more.

In addition, the school library runs a book club where students can read and talk about books together in a supportive setting. Author visits also give students the chance to meet writers and learn more about how and why books are written. Together, these experiences help students become more confident and independent readers.

Targeted Reading Support

To support students who need additional help with reading, a range of targeted intervention programmes are in place, designed to build confidence, close gaps in reading ability and accelerate progress towards age-related expectations. These interventions are carefully structured to support students who are not yet reading at their chronological reading age.

Lexia is a personalised, computer-based programme that develops core reading skills such as phonics, vocabulary, fluency and comprehension. It adapts to each learner’s needs, allowing students to progress at their own pace while receiving immediate feedback and support.

Lexia Gold provides a more advanced level of support for students who have completed earlier stages of Lexia or who require continued development in comprehension, language structure and deeper reading understanding.

Read Write Inc. (RWI) is a structured literacy programme that focuses on phonics, decoding and early reading fluency. It supports students in recognising sounds, blending words and developing accurate reading skills. Delivered in both small groups and one-to-one sessions, it provides highly targeted support to address specific gaps in early reading development.

Supporting Reading at Home:

• Read together every day – Spend 10–15 minutes reading with your child. This is logged in your child’s Reading Journal
• Create a reading routine – Set aside a regular time for reading, such as before bed or after school.
• Talk about books – Ask questions about the story, characters, and events to help develop understanding and thinking skills.
• Let your child choose books – Children are more motivated to read when they can select topics that interest them.
• Be a reading role model – Let your child see you reading books, newspapers, or magazines for enjoyment.
• Visit the library – Regular trips to the library can introduce children to a wide variety of books and authors.
• Praise effort and progress – Celebrate your child's reading achievements, no matter how small.
• Link reading to everyday life – Read recipes, shopping lists, signs, instructions, and menus together.
• Use technology positively – Audiobooks, e-books, and educational reading apps can support and encourage reading.