St Ambrose Catholic Primary School, Stockport, Greater Manchester
“[Children] begin learning phonics right from the start of the Reception Year. Pupils read books that help them to practise the sounds that they are learning. This helps pupils to read with accuracy and understanding. […] Some pupils who join the school have limited spoken English or reading experience. Teachers make sure that these pupils get the extra help that they
need to catch up quickly.”
School Inspection: Good
Previous Inspection: Good
Oldbrook First School and Nursery, Milton Keynes, Buckinghamshire
“Leaders have made the teaching of reading a top priority. Staff are well trained in delivering the systematic phonics programme. Skilled staff make sure that pupils get off to a strong start from the Nursery Year onwards. Staff’s passion for reading is infectious.”
School Inspection: Good
Previous Inspection: Good
Austin Farm Academy, Plymouth, Devon
“Younger pupils learn to read well through a consistent and effective approach to teaching phonics. Accurate assessment means that those who could fall behind are provided with the support they need to be successful and confident readers.”
School Inspection: Good
Previous Inspection: Inadequate
Meynell Community Primary School, Sheffield, South Yorkshire
“There is a clear and well-taught phonics curriculum. Leaders understand the crucial nature and importance of developing fluent readers as quickly as possible. Staff quickly identify pupils who need more support with reading.”
School Inspection: Good
Previous Inspection: Requires improvement
Trenance Learning Academy, Newquay, Cornwall
“Leaders’ exacting approach to curriculum development begins with reading. There is a sharp focus on ensuring that all pupils learn to read successfully. Highly skilled staff follow the school’s phonics and reading curriculums with precision.”
School Inspection: Outstanding
Previous Inspection: Outstanding
Abbey Woods Academy, Wallingford, Oxfordshire
“Leaders prioritise reading throughout the school. Teachers closely track children’s progress, and any who struggle receive prompt support, helping them to catch up quickly.”
School Inspection: Good
Previous Inspection: Requires improvement
Lytchett Matravers Primary School, Poole, Dorset
“The reading curriculum is now a strength of the school. Leaders have retrained staff in how to teach reading. Staff ensure they teach using the same methods and vocabulary.”
School Inspection: Good
Previous Inspection:
Ark Elvin Academy (secondary)
“A high number of pupils enter the school still struggling to read fluently. Leaders, therefore, make the explicit teaching of reading a high priority. For example, expert staff teach pupils new to English and those with significantly weak reading skills using a well-sequenced phonics programme.”
Exeter A Learning Community Academy, Corby, Northamptonshire
“Early reading is prioritised. Staff are trained to ensure they have the expert knowledge they need to teach phonics well. A love of reading is promoted right from the start of school.”
School Inspection: Good
Previous Inspection:
Ss John Fisher and Thomas More Catholic Primary School, Benchill, Manchester
“Early reading is a strength. Leaders ensure that staff are equipped well to deliver the phonics programme. They are quick to identify any pupils who are struggling with reading. Staff provide the right support for these pupils so that they can catch up quickly.”
School Inspection: Good
Previous Inspection: Good