Our Vision

At Priors Wood, our vision is to promote a lifelong love for reading and writing in all children, regardless of background or circumnstances.

We read for fluency, we read for knowledge, we read for pleasure!


Reading, Speaking and Listening

Providing our children with a rich reading diet, quality- first teaching and access to quality texts enables them to develop into fluent, confident readers with understanding of the world. The invaluable, active reading skills learnt throughout each learning day helps to develop vocabulary, comprehension and most importantly, a lifelong love for reading.

We know that teaching phonics to our early readers in a systematic approach is vital. Throughout Early Years and KS1, children are taught daily phonics, using Monster Phonics! Children practice recently learnt grapheme-phoneme correspondences using carefully matched, engaging texts. Phonics, spelling and grammar continues into Key Stage Two. Home reading supports learning in phonics and is also imperative to ensuring children are making progress, and sharing their enjoyment of reading with family members.

Our vision is to create awe and wonder; bringing reading to life through fluency, drama, music and performance. These skills develop our pupils into effective communicators with the ability to articulate ideas and opinions; listen to the thoughts and ideas of others, embedding mutual respect, self-esteem and identity.

In Guided Reading lessons, we have great focus on fluency, and also VIPERS (vocabulary, infer, predict, explain, retrieve, sequence/summarise) to create active readers who understand and use the key reading skills confidently. Please see below for more guidance so you can use VIPERS at home, too! 

St Francis Catholic Primary School, Morley - Reading 

The skills acquired through reading, speaking and listening pave the way for motivated, enthusiastic writers. At Priors Wood, we ensure our pupils experience hands-on, diverse, creative learning, giving their writing a purpose and ensuring that all children are moved to write. They become inspired by existing authors, speakers and voices along the way. The children are given the resources needed to respond and explore; write freely; reflect and edit; re-draft and publish their writing; all while allowing them to write with flair, passion and chances to find their writer’s voice. 

This, along with daily teaching of phonics, spelling, grammar and handwriting in context, makes way for good progress and a true enjoyment of learning in literacy.