Anglesey Primary School Together we make the difference

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At Anglesey, we are a vibrant and nurturing school community, where children are given the skills to become, inquisitive, resilient, independent learners. Our curriculum provides a range of creative, challenging and inspiring experiences for all. This equips our children with the life skills to be happy, flourish and be successful...Today, tomorrow and in the future


Whole School Attendance

The schools total attendance is currently at:

91.1% (Since September 2020)

Intent Implementation Impact



Inquisitive, Resilient, Independent    

At Anglesey, we are a vibrant and nurturing school community, where children are given the skills to become, inquisitive, resilient, independent learners.    

Our curriculum provides a range of creative, challenging and inspiring experiences for all.  This equips our children with the life skills to be happy, flourish and be successful…Today, tomorrow and in the future    


At Anglesey, the development of our children as competent and confident readers is a priority to enable them to fully access the wider curriculum. Children develop Reading skills in specific Reading lessons and across the wider curriculum. Our classrooms are language-rich environments and through our curriculum, children are exposed and actively engaged with high quality language in meaningful, deliberate and engaging ways. Intrinsic in our Reading curriculum is the expectation that students acquire and utilise an ever increasing and complex vocabulary. Phonics teaching begins in Nursery and provides children with the tools to unlock text through decoding. By the end of Key Stage One, our children are successful decoders through the delivery of Anglesey Letters and Sounds- a consistent high quality, systematic synthetic phonics program. Alongside phonics, children learn to read with Prosody and Fluency, which enables them to find meaning within the text. Furthermore, children read a broad range of texts in order to experience the unique features of each and to build knowledge of the wider world. Comprehension of text develops alongside decoding skills using consistent approaches (VIPERS and BOOKTALK) from Nursery to Year 6. Children develop skills to recognise and understand Vocabulary, Infer, Predict, Explain, Retrieve, Sequence and Summarise. They also acquire ‘book talk’, the language and ability to discuss books at a deeper level. Additionally, at Anglesey, we aim to develop a love of Reading in all our children. They will ultimately leave Anglesey as competent readers who can recommend books to their peers; have a thirst for reading a broad range of high-quality texts; participate in discussions about books and have a lifelong love of reading.



An inquisitive learner has a thirst for learning and wants to discover as much as they can about the world by asking questions.    


A resilient learner can bounce back from challenges and problems, but also has the capacity to adapt in the face of challenging circumstances, whilst maintaining a stable mental wellbeing.    


An independent learner takes responsibility for their own learning. They are self-motivated and accept that frustration in the present is worthwhile to achieve future success. They take initiative and are good problem solvers.    




Pupils develop Inquisitiveness in READING by:   

  • Using VIPERS to explore a text.  
  • Asking questions about the book.
  • Exploring the cover and the blurb before they read – being curious as to what’s to come.  
  • Making predictions about a text, such as where the text might go next, or what has happened previously using clues. 
  • Thinking about character feelings.  
  • Using prior knowledge to infer meanings from text.  
  • Using a variety of non-fiction texts and online sources to research different topic areas within the curriculum. 
  • Having free access to a range of texts within class and year group libraries which enable children to pursue their own interests.
  • Finding out more about similar genres or authors and being able to compare and contrast them.
  • Teachers modelling excitement and enthusiasm when sharing texts which creates an inquisitive ethos in class.  
  • Having story time with teachers reading a range of different books at least once a day. This introduces a range of genres and develops a love of reading throughout their time in school. Children having the opportunity to join in with repeated refrains develops a growing awareness of the language of storytelling.

Pupils develop Resilience in READING by:


  • Trying to blend and read words that are unknown.  
  • Persevering with difficult blends.  
  • Persevering with identifying tricky and common exception words.  
  • Continuing with a book that they might not be overly interested in.  
  • Being prepared to get the answer wrong.  
  • Being exposed to, supported in accessing and persevering with, challenging texts to enhance learning across the curriculum. 
  • Routinely reading online using the Oxford Reading Buddy website and taking quizzes which assess comprehension. Sometimes a child is considered as needing to try easier texts or to retry tests- this demands some level of resilience in continuing and not being put off. Close monitoring of the children’s ongoing progress and ability and then matching the text level suitably enables the child to experience a fair level of success/challenge and thus motivates them to continue. 
  • Being praised/rewarded for their efforts with reading (even when making mistakes) to boost their confidence and PSED which encourages resilience.  
  • Discussing hard hitting topics and issues that may be raised in fiction, for example, the hardship in Street Child (Y5 text) 
  • Being able to explain how certain stories affect your emotions. Describing why and how.  

Pupils develop Independence in READING by:   

  • Questioning what they don’t understand.  
  • Generating their own questions for comprehension.  
  • Reading on their own.  
  • Taking responsibility for their own achievement and practise.  
  • Rereading once they have blended to support their own understanding.  
  • Knowing where to go to find the meanings of words and phrases.  
  • Providing dictionaries as a support.  
  • Using Word Expert to delve into vocabulary choices.  
  • Teachers during lessons, asking children at different point to independently access texts to retrieve information and infer/deduce authorial intent.
  • Using display boards that are a useful resource for children and teachers to refer to during lessons and classroom time. When boards are referred to by the teachers, children realise that they too can use them which promotes independence in their learning (e.g. look at the display first before you ask the boss!).
  • Using the 5 bs, brain, board, book, buddy, boss.
  • Using storyboards to help understand a story more so.  
  • Taking part in Peer assessment, for example, telling a partner how they’ve done after answering the questions they created.  
  • Retelling a story using the structure of their own story map
  • Reading independently using the Oxford Reading Buddy website at home taking ownership of their own reading choices and progress. 
  • Providing book corners with a wide range of texts to ensure that children want to come and engage in independent reading during choosing time. 
  • Having free choice texts in school which reflect their own interests and preferred authors and text types.






Retelling activities are commonly used in school and within these, children are able to be creative for example assembly performances or talk for writing re-enactments in class. Cross curricula themed learning is also evidence of a creative use of texts. For example, Year 2 tied in Science learning on habitats when reading the ‘Hodgeheg’ and also generated written activities linked to the text and Year 5 read ‘Street Child’ alongside their study of the Victorians in Birmingham. This is commonplace across school to link topics to texts and use them in a creative way. Observing, engaging, creating and innovating story maps to develop understanding and knowledge of the structure and sequencing skills of stories develops creativity within groups and as individuals. Additionally, children across the school use props and costumes to facilitate roleplay scenarios to explore the text via drama.
In Early Years, rhymes are sung to promote rhyme and alliteration. Other creative opportunities include, u
sing visualisation techniques to understand a text, describing a character from what you know about them so far, predicting what may have happened before the story started or after it ends or suggesting new words that could be used.  

In order for children to reach expected standards or above in Reading, challenge is built into the planning. For example, blending unknown words in Reception, learning the definition of technical vocabulary or inferring meaning from text or picture.  Reading as part of a group or actively listening to each also other provides challenge.

Launching the Oxford Reading Buddy program has introduced for the children a weekly challenge at class/ key stage and individual levels. The classes are challenged to achieve over 80% of the class reading every week and a league table is used to reflect this in both key stages. Additionally, individuals are rewarded based on the amount of progress being made at their individual levels. There are incentives for classes (with a termly reward) and individuals (with weekly certificates) to engage more with their online reading. Results are publicised for class achievements and individual achievements using the school website and this helps motivate children and raise awareness for parents of their own child’s achievements.  
We ensure setting of appropriate home reading books that have the relevant known phonics but also have a level of challenge (for example length of sentences, length of the book, comprehension of new and key vocabulary of words/pictures). Pupils have to analyse texts to be able to identify why an author has chosen to do something and can read a higher level extract after clarifying vocabulary first. Children can also dive deeper into an extract in order to gain a full understanding of why literary techniques have been used and wonder out loud when doing whole class reading to encourage inference skills.  

Inspirational activities bring reading and books to life for the children. For example, some of our Year 6 pupils are trained as guides in Stratford Upon Avon, to inform the public about Shakespeare’s life and works. The children are immersed in a meaningful activity that help to make the Shakespearian texts not only more accessible but helps children to relate to the man himself and his life. Plays and workshops in school related to texts are also further inspiring activities for the children and the Drama Club provides extra curricular activities for interested pupils who perform in front of parents, previously performing Hamlet to a large audience at a prestigious event.

World Book Day is a yearly event that inspires children to learn about new and favourite authors and promotes the love of books in a week long event with visits from authors and poets.

We regularly provide access to books via a Book Fair and have school wide competitions, such as poetry or ‘Where are you reading?’ Children are encouraged to visit the class and year group libraries, write their own books, perform scripts and screenplays and enjoy What’s the Teacher Reading? Drama and speaking and listening activities are encouraged whilst reading a text and children in Key Stage 1 have a weekly performance assembly, which includes poetry reading or performances set around a story or non-fiction text.

Events are planned, such as Viking Day to launch a topic and are highly motivating and lead to children becoming curious to learn more, partly through reading activities planned to link to the topic.  We also providing concrete, multisensory activities related to a text to encourage an emotional response which in turn will increase the potential of memory retention. E.g. food making or tasting.

We invest in well stocked class book corners that invite children in to want to read in a comfortable language rich environment and pupils have access to topic based texts in their year group.


The curriculum is designed to ensure coverage and develop skills progressively. At Anglesey, we use Reading VIPERS throughout school to teach reading skills through 6 key areas: Vocabulary, Infer, Predict, Explain, Retrieve, Sequence or Summarise.

Every child will experience a full range of reading experiences during their time in school from reading with an adult 1-2-1, reading in small groups of similar ability children and as part of a whole class lesson. Our younger children in EYFS and KS1 will read routinely as individuals with an adult in a 1-2-1 session. This will allow adults to attend to the needs of the individual child. Some children in KS2 will also continue to have this support. Small Group sessions will focus on reading a text suited to the children in the group which allows them to develop decoding, prosody and comprehension skills. 

Whole Class reading will allow children to all read a text matched to the expected level for their year group. Again, within this lesson children will have the opportunity to read independently and work on comprehension skills.

We also use Oxford Reading Buddy, an online service to help support children with their reading at home.  Children have individual logins that help them access hundreds of Oxford books and quizzes, all matched to their level.

‘Story time’ happens every day in every class throughout the school, with staff and children modelling reading.

We use Letters and Sounds at Anglesey to support the systematic teaching of phonics. Children begin the Letters and Sounds programme in Nursery and continue across Key Stage 1 (Years 1 and 2). Every child from Nursery to Year 2 has a 30 minute phonics session every day. We teach discrete phonics sessions and consistently follow the principles set out in the six phases of Letters and Sounds. To support this programme we use a carefully selected range of bespoke resources matched to the individual phases. Teachers use a wide range of real objects, images, songs and games. These make phonics lessons not only impactful but also fun for our children. Teachers follow the structure of Review (previously learnt phonemes/words) Teach (new phoneme/words) Practise (new learning) and Apply (new learning) across the week focusing on Reading, Writing and Tricky Words. All phonics sessions are taught as a whole class and activities differentiated to match the various abilities within the class, including challenges for the more able pupils. Teaching assistants are used within the daily phonics sessions to support pupils in their phonics activities and in helping the teacher to assess the pupil’s phonic abilities. Children with SEN may be taught in a smaller group but access the same learning as the other children in their class. Children in need of intervention will be identified and extra sessions will be provided for them outside the daily timetabled phonics session. Children in KS2 who need further phonic intervention work will do so through targeted interventions. They will be continued to be assessed regularly to provide them with appropriate support.


Each pupil has a profile of work which includes samples of a year’s worth of Reading work to show progression and also samples of Reading from across their school life.  The work in these profiles is moderated across year groups and across the school. We have a process of monitoring to ensure standards and this includes, observations, profile trawls, performance management, learning walks and Lesson Study to demonstrate dialogic teaching. Assessment for Learning techniques are incorporated in every Reading lesson, including feedback, appropriate marking, including gap comments. 

Each half term, Year Groups undertakes a formative assessment, the results of which are not published, but used for future planning and to highlight any individual learning gaps. Teachers make termly judgements for each pupil against year group expectations and bring this information to Pupil Progress meetings, alongside updates on intervention groups. We report the standards for individual pupils at the end of Reception, Year 2 and Year 6 and for pupils in Year 1 who take the Phonics screening check. ORB additionally provides individual and class data on reading engagement, attainment and progress.

Welcome to Anglesey Primary School… Watch our children talking to pop star Jack Savoretti on the BBC .Information about Isolation if someone in the household has tested positive for Covid. The following information is taken directly from a Public Health webinar with Dr Justin Varney: Director of Public Health, Birmingham City Council. (06.01.22) If someone in your household has tested positive and your child is 5 years old or over, they should come into school. The child should do daily lateral flow tests. If someone in your household has tested positive and your child is under 5, then they should stay at home with the person who has tested positive until the isolation period is over.