Teaching of Reading

All students who attend The Grove Academy are tested for literacy so that an individualised literacy programme can be shaped to meet their personal needs. Our aim is to intervene effectively to raise students’ literacy attainment and promote positive engagement with reading a range of texts.

All KS3 and KS4 students follow an engaging computer-based literacy programme, Units of Sound as endorsed by the Dyslexia Action charity. This highly-structured, personalised programme is designed to give each student an intensive boost to their reading and literacy skills. The programme uses a systematic synthetic phonics approach which is designed to enable students to make rapid progress in their spelling and written accuracy. Students’ progress in reading, writing and spelling is clearly measured across three stages of the programme, which theoretically take a student from a reading age appropriate to a seven year old to that of an A* GCSE student.

All students will also have a timetabled reading intervention lesson which aims to promote a love of reading as well as improved reading confidence and accuracy. Additionally, all KS4 students also follow the AQA English Functional Skills course which is designed to improve their written accuracy and reading comprehension.

A variety of reading strategies are tailored to each student to develop their engagement and reading skills with a range of texts:

Pupils will have opportunities to:

  • Develop research skills using print, media and multi modal texts
  • Develop ability to skim and scan texts, highlighting important information
  • Develop comprehension skills
  • Develop confidence in handling a variety of texts
  • Read an increasingly wide variety of texts


Teachers will aim to:

  • Specifically highlight reading strategies to support pupils, e.g. skimming, scanning, re-reading
  • to check meaning, predicting, empathising
  • Highlight structure, layout, format and other "signposts" in texts typical of their subject
  • Support pupils in developing effective highlighting and note making skills
  • Support pupils in developing their ability to interrogate texts to access literal and implicit meanings. E.g. through the use of DARTs (Directed Activities Related to Texts) activities
  • Support pupils in recognising and challenging bias
  • Support pupils to read independently and explore a wide range of texts
  • Plan for the use of appropriate BDA (Before-During-After) strategies to ensure engagement and develop understanding of texts
  • Develop the use of vocabulary