Across the Black Country Federation, we believe that reading underpins everything children do in school. It opens the door to the wider curriculum and helps pupils grow into confident, thoughtful and curious learners.

Our reading curriculum is built around the CUSP (Curriculum with Unity Schools Partnership) framework. This structured, evidence-informed approach ensures that children are taught to read with accuracy, understanding and expression. We focus on developing fluency so that pupils can read smoothly and with meaning, alongside explicit teaching of vocabulary to broaden their language and strengthen comprehension. Through discussion and careful questioning, children learn to summarise, infer, explain authorial intent and make connections across texts. Above all, we aim to foster a genuine enjoyment of books.

Our goal is that every child leaves our school as a fluent, confident reader who can fully access secondary education and the wider world.

A Carefully Structured Reading Curriculum

The CUSP reading model provides a clear sequence for teaching reading from EYFS to Year 6. Skills and knowledge are built step by step, with regular opportunities to revisit and strengthen prior learning.

Key features of our approach include:

• A carefully chosen literature spine made up of high-quality texts.
• A curriculum mapped thematically so reading supports learning in subjects such as history, geography, science and PSHE.
• Systematic vocabulary instruction in every lesson.
• Explicit teaching of fluency, including phrasing and expression.
• Structured discussions that deepen comprehension and critical thinking.

The CUSP Literature Spine

Our literature spine ensures that pupils experience a wide range of texts. These include classic works that develop cultural literacy, contemporary fiction that reflects modern society, and books that explore moral and social themes. Non-fiction and poetry are woven throughout the curriculum so that children encounter a variety of genres and styles.

Texts are chosen carefully so that they connect meaningfully with other areas of learning, helping pupils build knowledge and make links over time.

The Structure of a Reading Lesson

Reading lessons follow a consistent structure:

• Connect - Children begin by revisiting prior knowledge to anchor new learning.
• Explain - Teachers introduce and explore key vocabulary and concepts.
• Example - High-quality reading and thinking are modelled clearly.
• Attempt - Pupils practise with guidance and support.
• Apply - Children work more independently to secure fluency and understanding.
• Challenge - Pupils explore themes, authorial intent and deeper ideas within the text.

Developing Fluency

Fluency is taught explicitly. Strategies include echo reading, paired reading, performance reading and repeated reading. These approaches help pupils develop confidence, accuracy and expression.

Early Reading in EYFS

In the early years, reading begins with carefully chosen storytimes that build vocabulary, background knowledge and enjoyment of books. Children take part in discussion, storytelling and role play to deepen understanding. Thoughtful questioning encourages them to think carefully about characters, events and meaning. These experiences support early phonics, writing and comprehension.

Reading Across the Curriculum

Our reading spine is mapped so that texts enhance wider learning. For example, literature may link to historical events, geographical exploration or scientific themes being studied in class. This ensures reading is not taught in isolation but is part of a connected and coherent curriculum.

A Whole-School Reading Culture

Reading extends beyond the classroom lesson. Every class shares a daily story, and pupils have access to a well-stocked library and high-quality home reading books. Opportunities for discussion, performance and celebration help to build confidence and enthusiasm. Author visits, book events and reading challenges further promote a positive reading culture across the school.

Inclusion and Support

We are committed to ensuring that every child becomes a reader. Targeted support is provided for pupils who need additional practice, and teaching is adapted to meet a range of needs. Texts are carefully selected to reflect diverse experiences so that all children see themselves represented in what they read.

The Impact of Our Reading Curriculum

By the time pupils leave our school, they:

• Read fluently and with confidence.
• Understand and discuss a wide range of texts.
• Use rich vocabulary in speech and writing.
• Make thoughtful connections across subjects and themes.
• Are well prepared for the demands of secondary school.

Reading at our school is more than a subject; it is a foundation for lifelong learning.

Further Information

For more information about our reading curriculum, including knowledge documents, curriculum overviews and guidance for supporting reading at home, please contact our Curriculum Lead, Tom Amphlett, at info@brierley.dudley.sch.uk.