GSO Test


Our English Curriculum Intent

Through our English curriculum, we aim to promote high standards of communication and literacy, developing the essential and life-long skills of speaking, listening, reading and writing. Through providing a secure knowledge base in literacy which follows a clear pathway of progression as they advance through the primary curriculum, we aim to equip our children with the tools they need to participate not only in the wider curriculum but also as members of society. We aim to make the learning journey an exciting, enriching and holistic one whereby we weave our English learning with our wider learning journey: discussing, reading and writing about topics that are relevant, challenging and engaging.

Our Reading Curriculum Intent

At St. Peter’s, we fully understand the importance reading has on all areas of the curriculum. We are committed to promoting high standards of literacy and to developing pupils’ love of literature. Our vision is that every child can read fluently by the end of Year 2 in order to access a broad and rich curriculum, and to develop the habit of reading widely and often, both for pleasure and information. Within our reading lessons, we support children to develop their de-coding skills as well as their comprehension and understanding of a range of texts and genres (using our VIPERS framework). In our aim to foster a lifelong love of books and reading for our learners, we immerse our pupils in high quality texts that we hope to excite them, challenge them, develop their imagination and open them up to worlds of possibilities. All pupils are encouraged to read widely across both fiction, non-fiction and poetry to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Where pupils are not fluent readers, intervention and additional targeted learning will be put in place so that children in Year 3 develop their fluency. We believe that our school is an environment that celebrates and promotes reading through our fantastic library, inspiring classroom book corners and our strong links with our local library in the centre of Canterbury. It is our commitment to our pupils and we will ensure that all St. Peter’s children leave primary school equipped for secondary education.

How is our Reading Curriculum Intent implemented?

St Peter’s reading intent is implemented in the following ways throughout the school:


  • Systematic synthetic phonics is taught every day in Reception and Key Stage 1, applying the Little Wandle scheme.
  • Children read from books with the sounds they know, while they are learning to read.
  • Teachers and teaching assistants provide extra practice through the day for the children who make the slowest progress (the lowest 20%) through Little Wandle catch up sessions (Little Wandle Assessment Tracker).


  • Our English curriculum is centred around reading with whole class texts being stimuli for learning.
  • Teachers instil in children a love of literature: the best stories and poems.
  • All pupils participate in daily guided reading sessions which use our class reader as a ‘hook’.
  • All staff are aware of the pupils who find reading a challenge, who have barriers in their way and who need additional support.
  • These pupils who have been identified in the lowest 20% receive rapid intervention identified on class provision maps.
  • On a daily basis (this may be linked to the overall topic of the term).
  • Language-rich stories, poems and texts are used both in reading and writing lessons to engage pupils and extend their knowledge of the English language.
  • Pupil Voice discussions carried out by the English lead highlights what the students think about reading at St Peter’s.
  • Age-specific books used for guided reading sessions three times per week.
  • One day on VIPERS short text (both information and narrative).
  • One day of poetry which explores a range of themes.
  • Monitoring of reading records in Years 1-6 ensures coverage of a range of texts and students are guided in choosing books when necessary.

Enrichment days (visits from authors, World Book Day etc.) are held to enrichen the pupils’ experiences and engage them in their reading.

Our school library is used by each class. Books chosen are closely monitored by class teachers to ensure they are challenging yet accessible, with varied themes and vocabulary. Book choices are tracked using the school’s library system and the children’s reading records.

VIPERS: Whole Class Reading curriculum at St. Peter's 


Children are explicitly taught the skills of reading (outlined in the National Curriculum and the KS1 and KS2 test domains) through the use of VIPERS which were created by Rob Smith (The Literacy Shed).

The Reading Vipers can be used by both KS1 and KS2 with a little adaption. The main difference being in the S.

Sequence- KS1


In KS1, ‘Explain’; is not one of the content domains, rather it asks children why they have come to a certain conclusion, to explain their preferences, thoughts and opinions about a text.

In KS2, the Explain section covers the additional content domains of 2F, 2G and 2H which are not present in KS1.


Key Stage 1

In Key Stage One, children reading skills are taught and practised using the VIPERS during whole class reading sessions.


KS1 Content Domain Reference


1a draw on knowledge of vocabulary to understand texts


1b identify/ explain key aspects of fiction and non-fiction, such as characters, events, titles and information.


1c identify and explain the sequences of events in texts


1d make inferences from the text


1e predict what might happen on the basis of what has been read so far



Key Stage 2

In Key Stage Two, children reading skills are taught and practised using VIPERS during whole class reading sessions.

KS2 Content Domain Reference


2a Give/explain the meaning of words in context


2b retrieve and record information/ identify key details from fiction and non/fiction


2c summarise main ideas from more than one paragraph


2d make inferences from the text/ explain and justify inferences with evidence from the text


2e predict what might happen from details stated or implied


2f identify/explain how information/ narrative content is related and contributes to meaning as a whole


2g identify/explain how meaning is enhanced through choice of words and phrases


2h make comparisons within a text



Reading Books 

In EYFS & KS1, there will be two types of reading book that children take home each week:

A reading practice book: this will be matched to the correct phonic stage for the individual pupil.  They should be able to read this fluently and independently and will be a celebration of their learning in school.  This will help to develop fluency and confidence in reading.

A sharing book: This is a book that the pupils may not be able to read on their own, this book is for families to read and enjoy together. In order for our pupils to become a lifelong readers, it is important that they read for pleasure.  The sharing book is one they have chosen to share with their families.  We have encouraged that families discuss the pictures, enjoy the story and predict what might happen next, use different voices for characters and explore the facts in non-fiction books – this book is for families to read and share and have fun with.

Book banding

The book banding system that the children progress through at St Peter's Methodist PS will begin once the children are secure with all the GPCs (grapheme phoneme correspondence/sounds) taught. Phonics begins in Reception class and takes place daily until the end of Year 1. Once the children are able to read and write all 44 sounds securely, then they will progress onto the book band system matched to their ability.

In KS1 and KS2, pupils who can read chapter books use a colour-coded system. Again, they can select a book from their reading level and another for pleasure/ to be read by an adult at home.

Progression in Reading at St. Peter's 

progression document reading.pdf

Useful links and documents