English – Reading

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Primary - phases 1 & 2

At Leigh Academy Milestone, we strive to provide an inclusive and inspiring reading curriculum that aligns with the International Baccalaureate Primary Years Programme (IB PYP) philosophy, focusing on developing lifelong learners with an awareness of global and cultural contexts.

It is our intent to:

  • Place all students, regardless of their background or social disadvantage, at the heart of a broad, varied, and engaging English curriculum.
  • Foster a love of reading by creating opportunities for students to explore literature with enthusiasm and curiosity, empowering them to develop as reflective, critical, and independent thinkers.
  • Provide learning experiences that equip students with the personal qualities, attitudes, skills, knowledge, and understanding necessary to thrive in an interconnected, rapidly changing world.
  • Cultivate cultural capital by introducing students to a diverse range of texts, stories, poems, and rhymes that reflect different cultures, perspectives, and traditions, fostering an appreciation of the global community.
  • Offer a language-rich environment where students build foundational early reading skills, enabling them to access texts confidently and broaden their horizons.
  • Integrate career-related learning by linking reading to real-world applications and exploring roles where literacy and storytelling play a key part, helping students understand the relevance of reading to their future aspirations.
  • Deliver a curriculum grounded in the local context of the academy, creating opportunities for students to connect their learning to their own experiences while appreciating the broader world.

By combining the IB PYP framework, the development of cultural capital, and career-focused connections, our reading curriculum inspires students to become globally-minded, empathetic, and resilient learners.

Brook

Students working within the Engagement Model access daily phonics activities integrated into their routines, reflecting the principles of the International Baccalaureate Primary Years Programme (IB PYP) by encouraging inquiry-based and holistic learning. Phonics is embedded through sensory and exploratory activities that support the seven stages of phonological awareness: listening and speaking skills, rhyme awareness, syllable awareness, onset and rime, and phonemic awareness. Activities such as singing, sensory stories, TAC PAC, and Rebound therapy provide a multi-sensory approach, fostering engagement and accessibility for all learners.

Classrooms are enriched with a variety of books to cultivate a language-rich environment that supports the development of cultural capital. Weekly library sessions further encourage a love of reading, exposing students to diverse and meaningful texts. With adult guidance, students explore tactile books, listen to stories being read aloud, and develop positive associations with reading. Where appropriate, students may take library books home, allowing families to engage in shared reading experiences that reinforce literacy and strengthen home-school connections.

Students regularly participate in sensory story sessions, which bring texts to life through props, sensory experiences, and interactive storytelling. These carefully selected texts, including bag books, topic-themed stories, seasonal tales, and massage stories, are chosen for their high quality, engagement value, and suitability for each student’s age and developmental stage.

This immersive approach to phonics and reading not only fosters essential literacy skills but also aligns with the IB PYP’s emphasis on global-mindedness and interdisciplinary learning. By exposing students to culturally rich and diverse stories, they build an appreciation of different perspectives and traditions. Furthermore, the integration of storytelling and sensory engagement connects to future careers by developing communication, critical thinking, and creativity.

  • At Leigh Academy Milestone, students working on the Engagement Model through to M7 access daily phonics activities embedded within their routines. This approach reflects the International Baccalaureate Primary Years Programme (IB PYP) philosophy by emphasising holistic, inquiry-based, and student-centered learning. Phonics is delivered through sensory and exploratory activities that target the seven stages of phonological awareness: listening and speaking skills, rhyme awareness, syllable awareness, onset and rime, and phonemic awareness. Activities such as songs, sensory stories, TAC PAC, and Rebound therapy ensure engagement and accessibility for all learners.
  • All students are immersed in a language-rich environment with access to books in their classrooms and weekly library sessions designed to inspire a love of reading. These experiences support the development of cultural capital by exposing students to a diverse range of high-quality texts, fostering an appreciation for different cultures, traditions, and perspectives. Students are encouraged to engage with tactile books, be read to by adults, and explore stories through sensory experiences. Where appropriate, students can take books home, enabling family members to share in their reading journey.
  • Sensory story sessions are a core part of the curriculum, providing immersive experiences through props, sensory engagement, and storytelling. Texts include bag books, topic-themed stories, seasonal tales, and massage stories, all selected for their quality, engagement value, and appropriateness to students’ age and developmental stages.
  • Students working at M8 or showing readiness transition to the Read Write Inc (RWI) programme. RWI develops fluency in reading by focusing on phonics, comprehension, vocabulary, and spelling. These students participate in daily 10-minute phonics sessions and access a decodable reading scheme matched to their current phonics level. Weekly 1:1 reading sessions provide tailored support, and students take books and reading records home to strengthen the connection between school and family learning.
  • Students not yet ready for decodable books can take home a “reading for pleasure” text from the school library, fostering enjoyment and engagement with literature while building a foundation for future literacy skills.
  • For students who master all Set 1, 2, and 3 sounds and pass the KS1 Phonics Screening check, regardless of age, the focus shifts to reading comprehension. These students participate in four weekly comprehension sessions and can select free-reader texts to read at school and home.
  • Across all stages, the reading curriculum is designed to build cultural capital by exposing students to a diverse array of texts that broaden their horizons and deepen their understanding of the world. Additionally, by embedding literacy skills in real-world contexts, students gain transferable skills. This comprehensive approach prepares students not only for academic success but also for meaningful participation in a rapidly evolving, interconnected global society.
  • At Leigh Academy Milestone, students working at M4–M7 engage in daily phonics activities that are seamlessly integrated into their routines. Reflecting the International Baccalaureate Primary Years Programme (IB PYP) philosophy, these activities promote inquiry-based learning through sensory and exploratory experiences. Phonics instruction focuses on the seven stages of phonological awareness: listening and speaking skills, rhyme awareness, syllable awareness, onset and rime, and phonemic awareness, ensuring a foundational understanding of language development.
  • Students at M8, or those demonstrating the appropriate readiness, transition to the Read Write Inc (RWI) phonics programme. This systematic and effective literacy framework is designed to help children develop fluency in reading, enabling them to focus on comprehension, vocabulary, and spelling. Students access a daily 20-minute RWI session and work with decodable texts aligned to their phonics level. Regular 1:1 reading opportunities with adults provide targeted support, while books and reading records are shared between home and school to foster family engagement.
  • For students not yet ready for a decodable reading scheme, a “reading for pleasure” book of their choice from the school library is sent home to encourage a love of reading and support family literacy.
  • Students who have mastered all Set 1, 2, and 3 sounds and passed the KS1 Phonics Screening check, regardless of age, participate in four weekly reading comprehension sessions. These sessions focus on deepening their understanding of texts while fostering critical thinking. They are also encouraged to select free-reader texts for independent reading at school and home, promoting autonomy and a lifelong love of reading.
  • All students have access to a variety of books within their classroom environment and participate in weekly library sessions, where they can choose books to explore individually or share with peers and adults. Students also enjoy a daily, adult-led storytime session featuring high-quality, age- and stage-appropriate texts. These texts are carefully sequenced to align with the PYP transdisciplinary themes, offering rich connections to global concepts, cultures, and ideas, thus developing students’ cultural capital.
  • The reading curriculum aims to build cultural capital by introducing students to diverse texts that reflect a range of perspectives, cultures, and traditions. These experiences not only enrich students’ understanding of the world but also prepare them for future opportunities by linking literacy to career-relevant skills such as communication, critical thinking, and creativity, this foundation equips them to thrive in an interconnected and ever-evolving global society.
  • By embedding the IB PYP philosophy into every aspect of the reading curriculum, Leigh Academy Milestone ensures that students are supported in their personal and academic growth while fostering a love of learning that extends beyond the classroom.
  • At Leigh Academy Milestone, students working at M8 or those demonstrating the necessary level of understanding follow the Read Write Inc (RWI) Phonics programme. Aligned with the International Baccalaureate Primary Years Programme (IB PYP), this structured and systematic approach helps students develop fluency in reading, enabling them to focus on key skills such as comprehension, vocabulary, and spelling. Through inquiry-based and holistic learning, the programme encourages critical thinking and literacy development that connects to real-world contexts.
  • Students working on the RWI programme engage in 30-minute phonics sessions four times a week, where they work with decodable reading materials that are appropriate to their current phonics level. This approach builds a solid foundation for future literacy skills while fostering independence and confidence in reading. Weekly one-on-one reading sessions with an adult provide personalised support, and students can take their books and reading records home to continue their learning with family members.
  • For students who have mastered all Set 1, 2, and 3 sounds and passed the KS1 Phonics Screening check, regardless of age, they move on to reading comprehension sessions four times a week. These sessions aim to deepen their understanding of texts and promote critical thinking. Students are also encouraged to select ‘free reader’ books to enjoy both in school and at home, supporting their autonomy and lifelong love of reading.
  • The texts selected for the programme are high-quality, engaging, and age-appropriate, linking to the PYP transdisciplinary themes. These texts introduce students to a broad range of topics and cultures, enhancing their cultural capital and broadening their understanding of the world. By reading a variety of materials, students are exposed to diverse perspectives and experiences.
  • In addition to phonics and comprehension, students participate in weekly English lessons that focus on text-based learning. These lessons are carefully planned to align with the PYP’s inquiry-driven approach, allowing students to connect what they read to global themes and real-world applications. By developing both their literacy and cultural awareness, students gain the skills necessary to navigate an interconnected, rapidly changing world.

At Leigh Academy Milestone, our aspiration for all students is to help them achieve their maximum potential in reading, supported by the principles of the IB Primary Years Programme (IB PYP). The PYP’s emphasis on holistic development, inquiry-based learning, and global-mindedness shapes our approach to fostering literacy skills that go beyond the classroom and connect to real-world experiences.

Student achievement and progress are celebrated, and this success can be demonstrated in various ways, including:

  • Learners being happy and aspirational: Our goal is for all students to feel confident in their abilities and motivated to continue their learning journey, developing a positive attitude towards reading as they explore diverse texts from across cultures, broadening their cultural capital.
  • Progress towards achieving individual targets: Each student’s progress is carefully monitored and tailored to their individual needs. This is tracked through regular assessments and detailed reports, including Annual Reviews, Evidence for Learning, Curriculum Reports, and Parent Consultations. Pupil Progress Meetings occur termly to ensure ongoing support and development.
  • Love of reading: A fundamental aim is to instill a lifelong love of reading, engaging students with high-quality texts that inspire curiosity and a deep appreciation for literature. Through exposure to diverse stories and perspectives, students enhance their understanding of the world and build critical thinking skills essential for their future careers.
  • Promoting independence: By encouraging students to take ownership of their learning, we aim to prepare them for the next stage of their educational journey and beyond, fostering self-reliance and the confidence to face new challenges.
  • Lifelong communication skills: Reading and communication are foundational to success in all aspects of life. Our curriculum helps prepare students for adulthood by equipping them with the literacy and communication skills necessary for effective participation in society.

secondary - phases 3 & 4

At Leigh Academy Milestone, we are committed to supporting all students, regardless of their background or social disadvantage, in achieving their full potential. Guided by the principles of the International Baccalaureate Primary Years Programme (IB PYP), we strive to create an inclusive environment that prioritises holistic development, cultural awareness, and global citizenship.

Our intent is to:

  • Place students at the heart of a broad, varied, and engaging Literacy curriculum: We ensure that every student, regardless of their starting point, is exposed to a rich array of texts and learning experiences. Our curriculum is designed to be dynamic and relevant, embracing the diverse needs and interests of our students while preparing them for future challenges. Through the PYP’s inquiry-driven framework, students explore language and literature in ways that connect to global themes, enhancing their understanding of the world and fostering critical thinking.
  • Equip students for their future by nurturing key personal qualities, attitudes, and skills: We believe that every student should develop not only the academic knowledge but also the personal qualities necessary for success in an ever-changing world. Our curriculum emphasises the importance of social responsibility, resilience, and empathy—traits essential for a fulfilling life.
  • Foster a lifelong love of reading: By igniting enthusiasm for reading, we aim to instill a passion for literature that extends beyond the classroom. Our carefully chosen texts, aligned with PYP themes, encourage students to explore new ideas and perspectives, thus expanding their cultural capital. These literary experiences are not just about reading but about understanding diverse cultures, building empathy, and developing critical literacy skills.
  • Deliver a curriculum that is responsive to the local context and offers opportunities for diverse literary exploration: At Leigh Academy Milestone, we curate learning experiences that reflect both the local context and global perspectives. Students are exposed to a wide range of stories, poems, rhymes, and non-fiction texts that are engaging, age-appropriate, and connected to the themes of the PYP. Through these texts, students develop a deep connection to both their own community and the world at large.
  • Ensure a language-rich environment that promotes cultural capital: We recognise the importance of language development in shaping students’ understanding of the world. By providing students with access to diverse texts and experiences, we aim to enrich their cultural capital and prepare them for a wide variety of careers. Early reading skills are scaffolded to help students access, interpret, and contribute to the global conversations they will encounter throughout their lives.
Brook

Students working within the Engagement Model access daily phonics activities integrated into their routines, reflecting the principles of the International Baccalaureate Primary Years Programme (IB PYP) by encouraging inquiry-based and holistic learning. Phonics is embedded through sensory and exploratory activities that support the seven stages of phonological awareness: listening and speaking skills, rhyme awareness, syllable awareness, onset and rime, and phonemic awareness. Activities such as singing, sensory stories, TAC PAC, and Rebound therapy provide a multi-sensory approach, fostering engagement and accessibility for all learners

  • At Leigh Academy Milestone, students working on the Engagement Model through to M7 access daily phonics activities embedded within their routines. This approach reflects the International Baccalaureate Primary Years Programme (IB PYP) philosophy by emphasising holistic, inquiry-based, and student-centered learning. Phonics is delivered through sensory and exploratory activities that target the seven stages of phonological awareness: listening and speaking skills, rhyme awareness, syllable awareness, onset and rime, and phonemic awareness. Activities such as songs, sensory stories, TAC PAC, and Rebound therapy ensure engagement and accessibility for all learners.
  • All students are immersed in a language-rich environment with access to books in their classrooms and weekly library sessions designed to inspire a love of reading. These experiences support the development of cultural capital by exposing students to a diverse range of high-quality texts, fostering an appreciation for different cultures, traditions, and perspectives. Students are encouraged to engage with tactile books, be read to by adults, and explore stories through sensory experiences. Where appropriate, students can take books home, enabling family members to share in their reading journey.
  • Sensory story sessions are a core part of the curriculum, providing immersive experiences through props, sensory engagement, and storytelling. Texts include bag books, topic-themed stories, seasonal tales, and massage stories, all selected for their quality, engagement value, and appropriateness to students’ age and developmental stages.
  • Students working at M8 or showing readiness transition to the Read Write Inc (RWI) programme. RWI develops fluency in reading by focusing on phonics, comprehension, vocabulary, and spelling. These students participate in daily 10-minute phonics sessions and access a decodable reading scheme matched to their current phonics level. Weekly 1:1 reading sessions provide tailored support, and students take books and reading records home to strengthen the connection between school and family learning.
  • Students not yet ready for decodable books can take home a “reading for pleasure” text from the school library, fostering enjoyment and engagement with literature while building a foundation for future literacy skills.
  • For students who master all Set 1, 2, and 3 sounds and pass the KS1 Phonics Screening check, regardless of age, the focus shifts to reading comprehension. These students participate in four weekly comprehension sessions and can select free-reader texts to read at school and home.
  • Across all stages, the reading curriculum is designed to build cultural capital by exposing students to a diverse array of texts that broaden their horizons and deepen their understanding of the world. Additionally, by embedding literacy skills in real-world contexts, students gain transferable skills. This comprehensive approach prepares students not only for academic success but also for meaningful participation in a rapidly evolving, interconnected global society.
  • At Leigh Academy Milestone, students working at M4–M7 engage in daily phonics activities that are seamlessly integrated into their routines. Reflecting the International Baccalaureate Primary Years Programme (IB PYP) philosophy, these activities promote inquiry-based learning through sensory and exploratory experiences. Phonics instruction focuses on the seven stages of phonological awareness: listening and speaking skills, rhyme awareness, syllable awareness, onset and rime, and phonemic awareness, ensuring a foundational understanding of language development.
  • Students at M8, or those demonstrating the appropriate readiness, transition to the Read Write Inc (RWI) phonics programme. This systematic and effective literacy framework is designed to help children develop fluency in reading, enabling them to focus on comprehension, vocabulary, and spelling. Students access a daily 20-minute RWI session and work with decodable texts aligned to their phonics level. Regular 1:1 reading opportunities with adults provide targeted support, while books and reading records are shared between home and school to foster family engagement.
  • For students not yet ready for a decodable reading scheme, a “reading for pleasure” book of their choice from the school library is sent home to encourage a love of reading and support family literacy.
  • Students who have mastered all Set 1, 2, and 3 sounds and passed the KS1 Phonics Screening check, regardless of age, participate in four weekly reading comprehension sessions. These sessions focus on deepening their understanding of texts while fostering critical thinking. They are also encouraged to select free-reader texts for independent reading at school and home, promoting autonomy and a lifelong love of reading.
  • All students have access to a variety of books within their classroom environment and participate in weekly library sessions, where they can choose books to explore individually or share with peers and adults. Students also enjoy a daily, adult-led storytime session featuring high-quality, age- and stage-appropriate texts. These texts are carefully sequenced to align with the PYP transdisciplinary themes, offering rich connections to global concepts, cultures, and ideas, thus developing students’ cultural capital.
  • The reading curriculum aims to build cultural capital by introducing students to diverse texts that reflect a range of perspectives, cultures, and traditions. These experiences not only enrich students’ understanding of the world but also prepare them for future opportunities by linking literacy to career-relevant skills such as communication, critical thinking, and creativity, this foundation equips them to thrive in an interconnected and ever-evolving global society.
  • By embedding the IB PYP philosophy into every aspect of the reading curriculum, Leigh Academy Milestone ensures that students are supported in their personal and academic growth while fostering a love of learning that extends beyond the classroom.
  • At Leigh Academy Milestone, students working at M8 or those who demonstrate the required level of understanding follow the Read Write Inc (RWI) or RWI Fresh Start phonics programmes. These systematic, evidence-based programmes support literacy development by helping students learn to read fluently and confidently, enabling them to focus on comprehension, vocabulary, and spelling. In alignment with the International Baccalaureate Primary Years Programme (IB PYP), our approach encourages inquiry, critical thinking, and lifelong learning skills that are vital for future success in both academic and career paths.
  • Students who have not yet mastered Set 1 sounds engage with the RWI programme, while those who have moved on to Set 2 sounds follow the Fresh Start programme. Both programmes incorporate a structured 30-minute phonics session four times a week, providing targeted support for each student’s current phonetic understanding. These sessions are designed to help students develop the foundational literacy skills necessary for reading fluency.
  • For those following the RWI programme, students access a decodable reading scheme appropriate to their phonics level, with weekly opportunities for one-on-one reading sessions with an adult. They can take their reading books and records home, reinforcing the connection between school learning and family engagement.
  • Students who have mastered Set 1, 2, and 3 sounds, and have achieved a ‘pass’ on the KS1 Phonics Screening check (regardless of age), progress to daily reading comprehension sessions. These sessions occur four times a week and encourage deeper engagement with texts, helping to build strong literacy skills that are transferable across subjects and contexts. Students also have the freedom to select ‘free reader’ books to enjoy both in school and at home, further enhancing their love for reading and autonomy in learning.
  • In addition to phonics and comprehension, students have weekly text-based English lessons, where the chosen texts align with the PYP themes and are selected for their high quality, relevance, and age appropriateness. These texts encourage exploration of diverse perspectives and cultures, contributing to students’ cultural capital and broadening their global understanding—essential skills for success in future careers.
  • To further prepare students for life beyond school, they are given the opportunity to sit the Edexcel Functional Skills exams. This qualification is designed to equip students with the practical skills needed for work, study, and everyday life, supporting their readiness for various career paths. By integrating phonics, literacy, and real-world qualifications into our curriculum, Leigh Academy Milestone helps students gain the skills and confidence necessary for success in an interconnected, rapidly evolving world.

At Leigh Academy Milestone, we are committed to helping all students achieve their maximum potential in reading, while embracing the principles of the International Baccalaureate Primary Years Programme (IB PYP). Our approach nurtures the development of essential literacy skills, fosters cultural capital, and equips students with the tools they need for future careers and lifelong learning.

We celebrate all student achievement and progress, which can be demonstrated by:

  • Learners being happy and aspirational: We aim to foster a positive and engaging environment where students feel empowered to explore their potential. By nurturing curiosity and a love for reading, students develop a sense of enthusiasm that extends beyond the classroom and into their wider lives, preparing them for global citizenship and future careers.
  • Students making progress towards/achieving their intended outcomes and individualised targets: Each student’s journey is unique, and progress is carefully tracked through individual targets. Whether academic or personal, these goals are linked to their development within the PYP framework, which focuses on inquiry, global perspectives, and skills essential for lifelong learning. Progress and achievement are communicated to parents/carers through Annual Reviews, Evidence for Learning, Curriculum Reports, and Parent Consultations. Additionally, termly Pupil Progress Meetings ensure continued support and growth.
  • An instilled love of reading: Encouraging a lifelong love of reading is central to our mission. Through exposure to diverse, high-quality texts that reflect a variety of cultures and global perspectives, we aim to expand students’ cultural capital. This broadens their world view.
  • Promoting independence for their next stage of learning: We strive to develop students’ independence by equipping them with the skills to take ownership of their learning. This prepares them for future academic challenges, the professional world, and the responsibilities of adulthood. The PYP’s focus on inquiry and self-directed learning encourages critical thinking, problem-solving, and adaptability.
  • Preparing students for adulthood through lifelong communication skills: Our literacy programme is designed not only to support academic growth but also to equip students with the communication skills they will need in adulthood. Whether in personal relationships or professional settings, the ability to read, write, and communicate effectively is essential. By integrating career-readiness skills into our literacy instruction, we help students build the foundation for success in their future careers and life beyond school.