Maritime Academy Trust

Maritime is a charitable education trust with schools across London and the South East.

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Reading at Millennium

At Millennium we follow the 2014 National Curriculum.

Intent, Implementation and Impact of our Reading Curriculum

Knowledge of English and a good command of both spoken and written words is essential for a child’s learning in school. It is a fundamental tool used not only in English lessons, but also across the whole curriculum.

At Millennium, we teach discrete daily reading and English lessons as well as phonics across the Early Years Foundation Stage and Key Stage 1, but we also embed the skills of English throughout the wider curriculum. By immersing the children in high quality texts and vocabulary rich environments we support and extend their language development to ensure curriculum expectations are met.


As a school we follow ‘Letters and Sounds’ as our programme of study. You can access the document by clicking here if you would like to have a look at it. 

The children work through the different phases of phonics in different year groups. Children who need more support with phonics are given this through extra practise and smaller group work taught by teachers which meet their individual needs.

The table below shows when the different phonics phases are usually taught.

Letters and Sounds

Phase 1


Phase 2

Reception Autumn term

(plus children who have been identified to be at the correct stage of development from Nursery)

Phase 3


Phase 4

Reception Summer term

+ consolidation

Phase 5

Year 1

+ new content in line with 2014 National Curriculum

Phase 6

Year 2

+ new content in line with 2014 National Curriculum

Reading in the Early Years

The early years of a child’s life are the best times to begin nurturing a love of reading, and at Millennium we are passionate about sharing books with children. In the Nursery we begin the early stages of phonics, as well as reading lots of age appropriate books throughout the day. The teachers follow a carefully thought through curriculum, which includes core texts chosen to introduce early literacy skills such as recognising rhyme, increasing and extending vocabulary and embedding a love of reading. As the children move into Reception they continue their phonics journey as the basis for learning to read. We share lots of fiction and non-fiction books throughout the day and each child reads with their teacher regularly.

Reading in Key Stage One

In Years One and Two, the children continue with phonics to support their reading. They have daily phonics sessions, both as part of their whole class and in groups with other children working within the same phase. The children also have daily reading lessons. In both Year One and Two the children work on Lexia, a research-based online programme to support early reading skills, as well as having reading lessons with the class teacher building their fluency and understanding. In Year Two, when they are ready, children begin daily whole class reading lessons, focusing on a core text which is also used to support their writing.

We hold weekly parent reading mornings on a Friday between 9:00 am and 930am, across EYFS and KS1.

Reading in Key Stage Two

Children continue with daily whole class reading lessons in Key Stage 2. They are immersed in language rich core texts, which they read over a period of weeks. They continue to focus on building their fluency and understanding of texts as well exploring different genres of writing. Children are taught reading skills focusing on: prediction, summaries and sequences, inference, definitions, comparisons, relating, language and retrieval. They are exposed to different question types and they learn to generate their own questions to support their depth of understanding of the texts they read.

Whole class reading has become popular across the country as a choice for teaching explicit reading skills. Reading as a whole class has many benefits and although it is still early days for us at Millennium, we have already seen many of these. The children really enjoy the lessons. Even those children who are not as fluent readers as others, engage with the texts and participate in discussions, developing their comprehension skills. We use different reading strategies within each lesson, to give the children opportunities to read. These include reading to a partner, as a whole class, choral reading (listening to the teacher read and repeating it using the same expression, pace and rhythm) and repeated reading. As children become more fluent readers, they read silently to themselves more frequently which supports their growing comprehension skills.

At the end of every school day, each teacher reads a class book to their class. The children are engaged and excited by these texts and across the school they really enjoy these times whilst developing a love of reading.


Since introducing whole class reading across the school, we have noticed that the level of enjoyment in reading lessons has increased. The children who find reading more challenging are more engaged and are able to show their comprehension of texts through whole class, group and paired discussions as well as through working closely with their class teacher.

 Reading at Home