At St Erme with Trispen, we have a range of systems in place to ensure all pupils make good or better progress in reading.

All pupils complete a baseline assessment on entry to Reception.
Phonics is taught daily through the Read Write Inc. (RWI) programme and assessed informally throughout the term and formally every half term. Our RWI Lead supports staff with assessments where needed.
Phonics progress continues to be monitored into KS2 for pupils requiring additional support. These pupils receive targeted reading sessions that develop their phonics knowledge alongside comprehension skills and higher-level vocabulary.
PIRA standardised assessments are completed three times a year in Reception to Year 6, providing reading ages, measuring attainment and identifying gaps.
Accelerated Reader Star Assessments are completed half-termly to monitor reading ages and progress.
Pupil Progress Meetings take place termly to review individual progress and identify next steps.

By the end of the Autumn term, we expect Reception pupils to know all Set 1 sounds, blend sounds and be ready to begin the Ditty stage of RWI.
Reading progress is monitored through PIRA and Accelerated Reader, with pupils not accessing RWI expected to make significant progress in their reading assessments.
In Reception, progress is assessed against the EYFS framework. We expect pupils to make age-appropriate progress throughout the year and achieve the Early Learning Goal (ELG) for comprehension and word reading by the end of the summer term.

Pupils in EYFS and KS1 who are not making expected progress are quickly identified and receive additional afternoon RWI support from trained adults, including interventions such as Fast Track Tutoring.
Phonics remains a whole-school priority. Pupils with gaps in their phonics knowledge receive daily RWI sessions, supported and monitored by the English Lead.
Teachers identify the lowest 20% of readers in each year group every term. In mixed-age classes, these pupils are identified through teacher moderation meetings.
Teachers provide targeted reading support for these pupils, which is reviewed termly and discussed at Pupil Progress Meetings.
Pupils who are not reading regularly at home are monitored weekly. Additional reading support is provided and parents are contacted where appropriate.
The English Lead has dedicated release time to analyse assessment data, track progress and share updates with staff.
Our SENDCo monitors the progress of pupils with SEND through PIRA assessment data, classroom visits and pupil conferencing.

How do children make good or better progress in reading?