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Oxford Road, Leeds, West Yorkshire LS20 9DA


Headteacher - Mrs Fiona Wharton

Guiseley Primary School


Key Documents:

Intent, Implementation and Impact statement

English Policy

Phonics and Spelling

The systematic teaching of phonics has a high priority at Guiseley Primary School. We use a synthetic phonics programme called ‘Rocket Phonics’ which uses a range of engaging resources and texts to help children become fluent, resilient readers.

Below are a couple of useful documents that will breakdown how we teach phonics and also provide you wind some handy hints and tips on how you can support your child at home.

Rocket Phonics Parent Guide

FS2 Phonics workshop 2022

English - Aims and Aspirations

We aim to develop a love of books so that our children want to read for pleasure and to gain knowledge and understanding. We aim that our children learn to read with independence, fluently and with expression.  Children have access to our amazing library on a weekly basis where they can relax with a book, which they are able to borrow and return the following week, or renew if they have not quite finished with it.

We aim to produce writers, who can write for different purposes, in a clear, legible handwriting, using Standard English, a wide range of punctuation and accurate spelling.  We use our own bespoke writing process, which enables our children to fully immerse themselves in the genre before putting pen to paper.

We aim that our children can express themselves orally to a range of audiences and can listen and respond to the views of others.

We aim that our children can appreciate literature; we introduce them to a variety of authors and reading material.

The school follows a carefully levelled range of books designed to meet the needs of the children as individuals and the requirements of the National Literacy Strategy. Our children choose their own reading books from the appropriate level.


At Guiseley Primary School we believe reading to be fundamental to your child's learning. Our aim is that every child, on leaving, can read for enjoyment and educational value. We ask that parents play an active part in supporting their child's reading skills. Please encourage your child to practise reading their books daily at home, as directed by the teacher.

All classes are exposed to a daily class novel, for pleasure, to excite and engage the children, and to expose them to new and varied vocabulary. All books shared with children are age appropriate and matched to the level of the class.

Great care has been taken to provide children with a wide range of texts that have been selected with a number of criteria in mind.

In EYFS and Key Stage 1 children will experience texts that feature:

  • Traditional tales
  • Different cultures
  • Diversity 
  • Personal, Social and Emotional development
  • Developing a greater understanding of the world
  • Numeracy

Moving through into Key Stage 2, texts have also been chosen that showcase tolerance and diversity along with deepening children's knowledge and interest in a particular classroom topic. However additional books have been chosen that broaden the children's reading diet and challenge them to try something new.

These books feature:

  • Archaic language
  • Non-linear time sequences (Stories where time flows back and forth, not just one direction)
  • Complex narratives (Some books have more than one narrator telling the story or non-human narrators such as the horse who tells the story in Black Beauty)
  • Complexity of story
  • Resistant elements (Stories that make the reader have to assemble meaning around nuances, hints, uncertainties and clues)

Class Novels in Year 1

Class Novels in Year 2

Class Novels in Year 3

Class Novels in Year 4

Class Novels in Year 5

Class Novels in Year 6

You can see the whole list of texts each year group uses here - GPS Reading Spine

What else can you do to help your child?

Sharing a book with your child is a valuable experience so make sure that you:

  • are both comfortable
  • are sitting so that you can both see the pages of the book
  • are undisturbed
  • let your child choose the book
  • make use of the school and public library

Showing how much enjoyment can be gained from reading is very important for your child. Parents are welcome to come into the school to help with reading. Please ask your child’s teacher or if you would like additional advice, or would like to be more involved. 

For your information, each short clip below which shows a typical example of the level of reading expected at the end of each year, from FS2 (Reception class) to year 4. Please note that the reading sounds confident and is independent.

Level expected by the end of FS2 (Reception) 

Level expected by the end of year 1

Level expected by the end of year 2

Level 25 is expected by the end of year 3

Level 28 is expected by the end of year 4

Free Reader is expected by the end of year 5/6

ECaR (Every Child a Reader) Intervention

Below is a parent's view on the ECaR Reading Scheme, which is offered to those children who are identified by their teacher as needing extra support when learning to read:

"The ECaR Reading Scheme was offered to our daughter at the beginning of Year 1.  I hadn't heard of the scheme until I had a meeting with Mrs Floyd.  Mrs Floyd explained Evie would benefit from the 12 to 20 week scheme.  She would read with Mrs Floyd on a one to one basis for half an hour each day.  One hour a week would be before school with me or my husband to observe the techniques used to help Evie at home.  We also needed to commit to reading with Evie every day.

My initial reaction was to be upset that my daughter had been struggling to understand how to read with the rest of her peers.  Evie is a clever girl and she was bright enough to know she wasn't able to read like her friends.  She developed many techniques to distract everyone around her from the real problem.

I then felt relief that the real issue had been identified  and the school was offering Evie the help and support she needed.  However it felt like a lot of time spent out of the classroom.  My husband and I were concerned about this, but once we had talked it through we decided if she was having difficulties reading, then the rest of the curriculum wasn't going to make much sense.  Our decision was Evie would start the scheme and we would see what progress she made.

The effect of the reading scheme on Evie's confidence and self esteem was almost instant.  She went from not wanting to attend school to being excited to be reading with Mrs Floyd.  The progress Evie was making with her reading was more than she had made in months.  Evie was working hard reading with Mrs Floyd each day, but more importantly she was enjoying it.  Would I choose for Evie to go on the reading scheme again?  Definitely, I am just grateful that the school can offer such a fantastic and worthwhile scheme."