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Portfields Primary School Reading Intent

At Portfields Primary School we prioritise the ‘simple view of reading,’ children being able to read words/text and understand what they have read. We are determined that every child will learn to read fluently and develop a life-long love for reading by the end of their Portfields’ journey.  We believe that reading is a key life skill and the ability to read is fundamental to succeed in education and empower future learning.


A Portfields child will:

  • have a love of reading and a desire to read widely for both pleasure and information;


  • read with confidence, fluency and understanding;


  • develop a wider vocabulary and knowledge of the world to broaden their horizons.



How we encourage a love of reading and a desire to read widely:

  • Children have access to a wide variety of diverse, high quality texts of different genres.
  • All staff model a love of reading through reading daily to children, actively encouraging book choices and building reading resilience.
  • Through a Portfields Reading Passport, children are deliberately exposed to a whole school reading spine that combines classics and essential reads to build a common bank of stories that binds the Portfields’ reading community together.
  • Recommended Reads are evident in every classroom and are enriched by the vibrant well stocked libraries.
  • E.R.I.C. (everybody reading in class) is prioritised as daily practice.
  • Portfields celebrates the love of reading through various whole school events including: Reading Revolution, Author visits, Pyjamarama, World Book Day, Poetry Day and peer reading sessions.
  • Pupil voice is central to evaluating current reading provision and making suggestions for improvement.
  • EYFS and KS1 have a reading corner/area with selection of high quality texts that are suitable for all children in the class. KS2 will have a book browser. Included in these areas are the V.I.P.E.R.S. and recommended reads.


 Read with confidence, fluency and understanding


  • Teachers use reading progression grids to plan learning opportunities in English and E.R.I.C. sessions to ensure there is an interleaved approach of developing reading skills.
  • The teaching of systematic synthetic phonics is taught from the beginning of EYFS using the Letters and Sounds approach supplemented with rich resources from other phonic programmes.
  • Children will have access to phonics’ mats, phonics displays, common exception word displays
  • Phonics is taught daily in EYFS, year 1 and year 2 and KS2 where appropriate following the five stages of phonics: revisit/revise, teach, practise, apply and assess.
  • All children have a decodable reading book that is matched to their phonics level or reading level.
  • In EYFS and KS1 there is an expectation that children read their decodable book twice to develop fluency and have additional high frequency words to learn.
  • All children have a reading for pleasure book which they choose from the library or bring in from home.
  • Daily E.R.I.C. sessions follow a two week timetable focussing on reading skills and comprehension. This includes consolidating phonics skills, reading for pleasure, cross curricular reading, reciprocal reading, Headstart reading comprehension and an activity that is based on the book that they have previously read.  
  • During E.R.I.C. sessions children learn how to comprehend what they have read through the use of questioning based on V.I.P.E.R.S.
  • Children who are significantly below age related expectations (bottom 20%) take part in small group or 1-1 interventions three times a week with a specific focus to target their needs.
  • There is an expectation that all children are asked to read five times a week at home, this could be independent, shared or listening to somebody read.
  • Every class is timetabled to visit the library once a week, children use this time to choose their reading for pleasure book and listen to the teacher read.
  • Phonic and reading workshops are held for parents.
  • Parents are actively encouraged to volunteer to support reading across the school.




Develop a wider vocabulary and knowledge of the world to broaden their horizons


  • When purchasing new reading material, texts are carefully considered to ensure there is a wide variety of classics, essential reads and books from other cultures.
  • Texts are used to support and enrich our Cornerstones curriculum allowing children to make cross curricular links with what they read. Comprehension skills through the use of VIPERS are practised in other curriculum areas.
  • Core texts for Talk for Reading/Writing are chosen for their rich and challenging vocabulary which are explored in detail to deepen understanding and expand children’s vocabulary.
  • Children have the opportunity to empathise with characters, explore unfamiliar settings, develop their imagination and challenge viewpoints.
  • Children imitate the core text to build their knowledge and confidence to enable them to apply it to their writing.