Reading is a pivotal part of all learning experiences at Chapel End Junior Academy. We are committed to fostering in our children a life-long love of reading.

Intent – We know that success in reading, speaking and listening is inter-linked and whilst literacy underpins academic success- across the curriculum- it is through effective communication (formal and social) that pupils reach their full potential in all aspects of school life.  At Chapel End Junior Academy, we ensure that we maximise the opportunities for pupils to read and communicate thus building and applying their vocabulary in a range of contexts.

At Chapel End Junior Academy we understand clearly our responsibility in preparing children for their next stage of education and for the opportunities, responsibilities and experiences of later life, laying the foundations so that they can take their place successfully in modern British society. We promote a respect for and understanding of different faiths, cultures and lifestyles. The spiritual, moral, social and cultural development of each child is central to everything that we do as a school and central to our vision of “Dream Believe Achieve”. This is evidenced through our teaching and learning, our inclusive environment and through the many opportunities provided for our children to understand democracy, law, liberty, mutual respect and tolerance.

Implementation- Planning

 At Chapel End Junior Academy, Reading Skills are taught explicitly through daily lessons. Through exposure to a variety of text types and genres, our children learn to:

  • develop and deepen the vocabulary they can understand, use and apply in a variety of contexts.
  • develop their ability to infer meaning- read between the lines- by considering the evidence of what is suggested but not directly written.
  • make reasonable and evidenced- based predictions about what will happen next in what they have read.
  • hone their explanation skills by practising how to draw upon evidence in the text – including use of direct quotations- to explain their understanding or the impact of authorial style.
  • be text detectives- seeking, finding and retrieving literal information and by: exploring and evaluating suggested and implied meanings and navigating new vocabulary- eliciting meaning through use of contextual clues.
  • identify and sequence  key information within texts and  to draw conclusions and summarise key themes, messages and events.

Our Time To Enjoy Reading (O.T.T.E.R)

Every day, our children and staff take time out to simply relax and enjoy reading- during our OTTER time. We even have some knitted otter friends- kindly made by dear a friend of the school.  Sometimes they even like to hide out in the library!

Reading and Vocabulary Building

At CEJA we are committed to building the vocabulary of our pupils so they can access a wide range of literature. We have a ‘word of the week’ focus; designating time for teaching and  unpicking challenging words alongside teaching topic- specific language.


We assess pupils’ reading ability in a number of different ways. Firstly, by listening to them and asking them questions about what they have read to check their understanding. Teachers monitor progress in a formative way and adjust their teaching accordingly. Ongoing assessment is carried out throughout each lesson and we adapt our teaching to the needs of the children. Skills progression grids are completed by each teacher based on their assessments. Teachers also use a range of other assessment tools such as: running records, reading speed and fluency tests, running records, BSquared, PM Benchmark, Star Reader quizzes, AR and PIRA and QCA tests.

Impact -Above, we are aiming to foster in our children a genuine enjoyment of reading and the understanding of the importance of being a reader for life.

Targets for 2019-20

  • To ensure that all year groups are teaching reading lessons based upon vocabulary learning and VIPERS.
  • To share teachers’ love of reading by reading a class book every day.
  • To continue to develop our library as an enticing space.
  • To increase the number of WOW reading experiences by inviting guest authors and story tellers into school.