Reading Strategy

Daily Reading Programme

Form Time Reading

This year we have launched our daily reading within form time. Every pupil in years 7 to 10 have the opportunity to read/be read to four times a week during form time for between 20 and 30 minutes per day. As you can see from the book choices below, they are diverse and capture that of a modern day society and also allowing pupils to make real connections to books. Each pupil has a physical copy of the book with them each day and we encourage our Confident Readers to read aloud to the rest of the group within these sessions.

Reading for Pleasure

The benefits of Reading for Pleasure

Hobbies are something that we all enjoy and reading should be no different. Reading for pleasure can open so many doors within our imaginations and it is something that we are keen to push here at Notre Dame Catholic College. Our new Reading Strategy Coordinator, Mrs Murphy is currently working away in our library to make it a vibrant space for people to come, relax and explore thier imagination through the power of books.

However, reading for pleasure means reading something that you are interested in, this could include;

1) News articles on websites – here are some links to websites that allow you to read articles for free

Liverpool Echo –

BBC News –

Sky News –

Newsround –

2) You can also get subscriptions to magazines that suit your individual interests, you can browse some on the link below;

3) Visiting you local library. You can search for your local library by clicking on the link below;

4) Reading Blogs by your favourite influencer, sports star or celebrity. You can find some celebrity blogs by searching for them on Google, but many people have links to them in their Twitter or Instagram Bios.

Reading Support

Strategies deployed to support those who struggle to read at Notre Dame Catholic College

Baseline testing

All students’ reading ages are tested on entry to Year 7 to inform differentiated lesson planning and to decide which students should have additional reading intervention. All students’ progress in reading is measured and monitored throughout the year and students are retested in June.

A baseline reading test and a reading age test at the beginning of Year 7 are followed up by reading assessments in English throughout the year. This enables close monitoring of each student’s progress in reading and allows for appropriate interventions to be put in place by the SENCo or Head of English, if required.

The reading levels and profile of 9 each year group generated by the baseline tests are analysed and the findings presented to, and discussed with, staff. Reading interventions Interventions are put in place for students whose reading is below expectation on entry. Students entering the college with a reading age significantly below that expected of a child their age are given additional opportunities to practice reading in a 1:1 or small group setting with our SENCo or a LSA. Additional reading lessons and literacy lessons have been timetabled in English at Key Stage 3 in order to promote reading for pleasure and to deliver a catch-up literacy programme (designed by SIL) to support students who are struggling because of lost curriculum time due to Covid-19.

  • Identified students between Years 7-11 receive literacy and reading intervention using STAR reader and MYon, an online reading platform that links books to the pupils reading age and supports them in improving their level of reading. This can be accessed in school and at home.
  • Students with cognition and learning needs receive intervention using the Hornet Literacy Primer, a manual for teaching literacy skills with a focus on reading and spelling. The Hornet’s early exercises are concerned with learning the basic phonic sounds of the alphabet code.
  • Students with cognition and learning needs receive intervention using the Word Wasp, which, like the Hornet, is a manual for teaching literacy skills, both reading and spelling. The structured programme is based on phonics and those rules which govern English.
Staff Recommendations

Staff love to share their recommendations for reading and here are some of them.

  • Mr Dixon recommends The Lord of The Rings by J.R.R Tolkien
  • Mrs Collings recommends reading The Kite Runner by Khaled Hossani
  • Mr McVerry recommends A Letter for The King by Tonke Dragt
  • Mrs Sweeney recommends Billionaire Boy by David Walliams

Work for Us

Work for Us