Reading

Reading at KS3 – Our Intent

At The Telford Langley School, our reading curriculum is designed to develop confident, motivated and capable readers through a carefully structured balance of Reading for Pleasure and Reading for Excellence, alternating each half term.

We recognise that reading engagement and attainment nationally decline as pupils move into secondary school. Our intent is to reverse this trend by rebuilding positive reading identities, increasing reading volume and stamina, and ensuring that all pupils can access, enjoy and learn from a wide range of texts.

Reading for Pleasure

During Reading for Pleasure half terms, pupils engage primarily with fiction and choice-driven texts. These periods prioritise enjoyment, curiosity and intrinsic motivation.

Through:

• protected reading time
• teacher modelling and reading aloud
• structured book talk

pupils are encouraged to see themselves as readers, explore texts that reflect their interests, and participate in a vibrant reading culture. We value reading as a meaningful, personal and shared experience, rather than simply a task to complete.

Reading for Excellence

During Reading for Excellence half terms, pupils focus on high-quality non-fiction and curriculum-linked texts. These units are designed to develop disciplinary literacy, expand background knowledge and strengthen academic reading behaviours.

We explicitly teach:

• fluency and reading stamina
• vocabulary development
• comprehension strategies

This ensures pupils are able to read with confidence and understanding across all subjects. Texts are carefully selected to support success in the wider curriculum and to build both cultural and academic capital.

Our Aims Across KS3

Across both strands of the curriculum, we aim to:

• increase reading frequency and volume through consistent, protected reading time
• improve fluency, confidence and comprehension for all pupils, particularly those who need additional support
• foster positive attitudes towards reading and encourage lifelong engagement
• embed reading as an inclusive, social and central part of school culture

Our approach is grounded in research, recognising that reading motivation, time spent reading and expert teacher modelling are key drivers of literacy success. Reading for Pleasure and Reading for Excellence are complementary, ensuring pupils both want to read and are able to read well.

Why Reading Matters

Reading is a fundamental skill that enriches lives, broadens horizons and fuels imagination. It is not simply a way of acquiring knowledge; it is a transformative experience that opens doors to new worlds, perspectives and ideas.

Through reading, students can:

• explore different cultures and viewpoints
• develop empathy and emotional understanding
• strengthen creativity and critical thinking

In an increasingly digital world, nurturing a love of reading is more important than ever. Reading empowers students to communicate effectively, think independently and develop a lifelong passion for learning.

At The Telford Langley School, we see reading as a lifelong journey. Our aim is to equip every student with the confidence and ability to read widely, deeply and independently—skills that will support them in education, employment and beyond.

Becoming a Proficient Reader

Strong reading skills are the foundation of academic success. Proficient readers are better able to:

• understand complex ideas
• access the full curriculum
• engage confidently in learning

Reading proficiency enhances vocabulary, comprehension and critical thinking—key skills for further education and future careers. Our goal is to ensure every student becomes a confident, capable reader.

Identifying and Supporting Student Needs

We use GL Assessments to gain a detailed understanding of each student’s reading ability, including vocabulary, comprehension and decoding skills.

These assessments allow us to:

• identify strengths and areas for development
• provide targeted, personalised support
• monitor progress over time

From this, we create tailored Reading Support Pathways to ensure every student receives the support they need to succeed.

Targeted Reading Interventions

To support students at different stages of their reading development, we use two specialist programmes:

Lexonik Leap

Designed for students who need additional support with foundational literacy skills, Lexonik Leap focuses on:

• phonics and decoding
• vocabulary development
• reading fluency

This programme helps build a strong foundation for reading success.

Lexonik Advance

For students ready to develop more advanced reading skills, Lexonik Advance focuses on:

• deeper comprehension
• vocabulary expansion
• analytical reading skills

This enables students to engage with more complex texts confidently and succeed across the curriculum.

Our Commitment

Through high-quality teaching, targeted intervention and a strong reading culture, The Telford Langley School is committed to ensuring every student becomes a skilled, confident and enthusiastic reader.

By fostering both the will to read and the ability to read well, we empower students to achieve their full potential—academically and beyond.

 

Year 7

Year 8

Year 9

More information on reading as well as how to support your child or to further develop your own reading skills can be found HERE.

Amber Reading Programme

As a targeted intervention, some students will complete the Amber Reading Course which help prepare learners to read following seven steps. The lessons delivered consist of no pen sessions that are focussed on developing a learning routine around reading incorporates:

• Practice of high frequency words.
• Systematic exposure to the range of graphemes that make up each sound.
• Pre-teaching of new vocabulary and knowledge to be encountered.
• Reading activity.
• Answering questions purposefully designed to develop comprehension.
• Revisiting of new words and knowledge.