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At Knutsford Academy we have a whole-school approach to improving the literacy of our students. We understand the importance of reading and strive to ensure that all students can read confidently and fluently. This will enable them to successfully access all aspects of the curriculum and achieve success.
Our approach to reading has three main areas of focus:
- Reading intervention; identification, testing and one to one intervention to ensure that all students transition from learning to read to reading to learn.
- Active Reading: Our whole-school approach to explicitly teaching reading across the curriculum.
- Reading enrichment: Our whole-school approach to promoting a love of reading to foster a life-long skill and passion for reading.
Reading Intervention
Identification
All Year 7 students are tested for their reading ability using the programme NGRT. Students who require additional support are identified as any students below their expected chronological reading age, Subsequently, these students are then provided with one-to-one reading intervention led by our Reading Support Assistants.
Provision
Most students receive this intervention once a fortnight and are re-tested at the end of a term. Those with a greater need access intervention weekly. Staff can also refer students to be tested if they are concerned about a students’ ability to read or access the curriculum.
There are three pathways for reading intervention, students will follow one or two of these depending on their reading need:
Pathway 1: Reading Fluency intervention- This is appropriate for most students 1-3 years below their expected reading age. Students will take part in 1:1 reading intervention in which they read texts out loud, define difficult vocabulary, practice summarizing key information and responding to comprehension questions. This intervention is designed on current research into improving reading fluency.
Pathway 2: Phonics intervention- Those students in Y7 and 8 that are identified as having a phonics need will take part in a 12-week group phonics intervention using Lexonics; led by an experienced phonics teacher. This is in addition to the Reading fluency intervention and takes place during form time for 15 minutes once a week.
Pathway 3: Group intervention trial - During the summer term we are trialing grouping 2-3 students following the reading fluency intervention programme and we will monitor the progress made in comparison to the 1:1 intervention.
Graduation
The aim is for students to graduate from reading intervention once their reading ability has made sufficient progress. At this time, students will be monitored without intervention to ensure that their reading ability continues to progress successfully.
Our Reading Learning Support Assistants
With over 30 years of experience in education, I have had the privilege of teaching in a wide range of settings, both in the UK and internationally. I began my career as a Primary School teacher, working at two schools in Southport, before joining Knutsford High School in 2000. There, I taught a variety of subjects including English, History, Geography and Religious Studies to Year 7, as well as History at GCSE level.
In 2005, I embraced the opportunity to teach abroad, working in army schools in Germany, an international school in Brunei, and a British school in the United States. This global experience enriched my teaching practice and gave me a broader perspective on education.
After returning to the UK in 2010, I resumed teaching in a local independent primary school before starting my own tutoring business, which allowed me to support children on a more individual basis. In April 2024, I returned to Knutsford Academy as a Reading Support Assistant. I have thoroughly enjoyed being back in a school community, helping students develop their reading skills and confidence, and supporting them in reaching their full potential.
After completing degrees in Archaeology at the Universities of Sheffield and York, I worked as an archaeologist in London, achieving a career goal by joining the Museum of London Archaeology Service. I later retrained in Law at the University of Birmingham and worked in banking litigation at a corporate firm in Manchester.
Following a career break to raise a family, I worked in local schools, which led me to complete the NCFE CACHE Level 3 Diploma in Supporting Teaching and Learning. My lifelong love of reading has supported me across diverse careers, and I’m now proud to be part of the Literacy Team at Knutsford Academy. I enjoy the variety of the role and find it incredibly rewarding to support students in developing their reading skills and confidence.
I joined Knutsford Academy in 2022, following several years as a Primary School teacher in both Cheshire and Manchester. I have a strong passion for early education and supporting children with Special Educational Needs.
During my teaching career, I completed a Master’s degree in Educational Psychology, which now informs my approach to teaching reading and phonics—particularly when working with students who have additional needs. I especially enjoy working in small groups and one-to-one sessions, as they allow me to tailor support and better understand each child as an individual.
It’s a real pleasure to be part of a team that helps every child develop confidence and a love of reading. Watching them grow and shine is the most rewarding part of my role.
Active Reading
Active reading is our approach to teaching reading explicitly across the curriculum.
Across the Curriculum
All teachers plan for the explicit teaching of reading across the curriculum and evidence of this planning can be found in the Stage 2 Curriculum documentation.
When using the Active Reading strategy, staff and students will:
- Students read out loud.
- Teachers stop to define difficult vocabulary and students write the definition on the reading sheet.
- Highlight the key information needed as the class reads.
- Teacher/students summarise vocally the information as they read.
Teachers set ‘Read it’ homework to promote reading and provide students the opportunity to further consolidate their knowledge and understanding beyond the classroom.
Sparx Reader is a reading platform used by students in KS3. The English faculty use Sparx reader to promote reading beyond the classroom and provide students with the opportunity to develop their reading fluency and comprehension.
Faculty displays – During the summer term faculties will be developing displays to signpost students to subject specific reading to encourage in-depth understanding of a subject and develop students' interest in a certain faculty area.
Reading Enrichment
Form Time Reading
Form time reading takes place once a week, with texts selected for their cultural significance.
Year 7 = In the Sea there are Crocodiles by Fabio Geda
Year 8 = The Hunger Games by Suzanne Collins
Year 9 = Noughts and Crosses by Malorie Blackman
Year 10 = The Long way Down by Jason Reynolds
Year 11 = The Hate you Give by Angie Thomas
Year 12 and 13 = Subject specific wider reading articles
Form teachers use reading strategies like activating prior knowledge, clarifying, questioning, predicting, and summarizing to guide form time discussions and enhance comprehension of the texts.
Library
To foster a love of reading, students have access to a library where they can borrow books or enjoy independent reading. This passion for reading is encouraged through vibrant displays, quizzes, competitions, and student book reviews. National events like World Book Day are also used to inspire a love of reading, with a local author visiting each year to discuss careers in reading and writing.
The library serves as a platform to promote equality, diversity, and inclusion, which are celebrated through our termly themes that align with the national literacy calendar.
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Half Term 1 |
Race |
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Half Term 2 |
Disability |
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Half Term 3 |
Mental Health |
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Half Term 4 |
World Book Day |
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Half Term 5 |
Female writers |
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Half Term 6 |
Pride |
To help students and parents select appropriate books, we have created a KS3 and KS4 reading list. These can be accessed here Reading and Oracy | Knutsford Academy