At Sir Bobby Robson School, we recognise—supported by a strong evidence base—that developing confident, competent readers provides pupils with lifelong benefits. Reading not only underpins success across the curriculum, but also supports wellbeing, self-esteem, and the ability to manage and understand challenging situations.
Our reading curriculum is designed to build both skill and enjoyment, with a clear focus on creating positive reading experiences. We aim to develop a love of reading, enabling pupils to grow in confidence, broaden their understanding of the world, and engage meaningfully with texts both in and beyond school.
Our reading curriculum aims to:
- Develop confident, fluent, and competent readers
- Raise pupils’ self-esteem and resilience through reading success
- Promote a genuine love of reading and reading for pleasure
- Close gaps in literacy through targeted, evidence-informed intervention
- Build vocabulary, comprehension, and cultural understanding
- Support pupils in using reading as a tool for learning, wellbeing, and independence
We understand that many of our pupils arrive with disrupted educational experiences. Our curriculum is designed to rebuild confidence and ensure every pupil experiences success.
Reading at Sir Bobby Robson School is delivered through a highly structured, diagnostic, and responsive approach, ensuring that every pupil receives support appropriate to their stage of development.
Assessment and Early Identification
- All pupils are assessed on entry using the Read Write Inc. Fresh Start assessment and the New Group Reading Test
- This allows us to quickly identify reading levels and pinpoint specific gaps
- Together these provide a detailed measure of fluency and comprehension
- Students that are reading below their chronological age are then put on rapid-progress interventions
- All students still access literature at their age-level, regardless of whether they have the ability to read the texts independently.
This robust assessment process ensures that every pupil’s reading journey begins with clarity and precision.
Curriculum Delivery Across Key Stages
- Key Stage 2 (Years 4–6)
- Delivered through the CUSP curriculum, embedding reading within a knowledge-rich framework
- Focus on explicit vocabulary instruction, fluency, comprehension, and enjoyment
- Key Stage 3 (Years 7–9)
- Builds on CUSP principles through a modified curriculum tailored to SEMH needs
- Use of carefully selected accessible texts including graphic novel versions of classics
- Continued focus on vocabulary, comprehension, and engagement
- A specific Tutor Time Reading programme introduced for all classes.
- Key Stage 4 (Years 10–11)
- Access to modified and accessible versions of mainstream texts
- Tutor Time Reading continued into KS4 to continue to support academic success and broaden our students’ experience through a range of high-quality and constantly reviewed texts
- Pathways for BTEC Functional Skills English qualifications and GCSE English Language
Opportunity to progress to GCSE English Literature from 2027/2028.