English – Reading

back to subjects

How do you teach English at Milestone Academy?

Milestone Academy is dedicated to providing our students with the best possible learning opportunities across all areas of the curriculum. We recognise that English plays a key role in everything we do and believe that our students should be exposed to consistent and outstanding learning opportunities in English, extending across all other subject areas.

Milestone’s English Curriculum, prioritises the individual needs of the students, is enriched with age-appropriate materials and promotes high expectations for all through challenges and opportunities.

In consultation with schools across Kent, we have developed a progress-based curriculum which will see students supported in an age and ability-appropriate manner, with opportunities for structured learning and clear progression steps.

The English Curriculum is divided into four key strands as outlined in the National Curriculum (2014):

  • Writing: Handwriting, Transcription, Composition, Vocabulary, Grammar and Punctuation
  • Reading: Word Reading and Composition (Understanding and Responding)
  • Speaking: Expressive Communication
  • Listening: Receptive Communication

What does our curriculum look like?

At Milestone, students follow an individualised and sequenced curriculum pathway dependent on their needs, start points and aspirations for the future.

Our English curriculum for each pathway include the following core elements:

  • Brook: Regular sensory/massage stories, intensive interaction, gross motor activities and specific target work.
  • Stream: ​Regular gross/fine motor activities such as Write Dance and Clever Fingers, weekly library sessions with opportunities for whole class and 1:1 reading, daily phonics/initial sound lessons following the Read Write Inc. programme and opportunities for developing communication and understanding.
  • River: ​Regular fine motor activities such as Write Dance and Clever Fingers, weekly library sessions with opportunities for whole class and 1:1 reading, daily phonics/initial sound lessons following the Read Write Inc. programme, Write from the start, a pre-writing intervention scheme and opportunities for developing communication and comprehension.
  • Waterfall: ​ Regular fine motor activities such as Clever Fingers, weekly library sessions with opportunities for whole class and 1:1 reading, daily phonics lessons following the Read Write Inc. programme and polysyllabic words program, letter formation/handwriting activities and opportunities for developing communication and comprehension.
  • Phase 4 (including the Sixth Form):​​ The functional skills based nature of our Phase 4 education does imply some slight changes to the English Curriculum for our oldest students, as at this stage our students can begin to seek accreditation courses.

We are a Total Communication school which means no matter what pathway the pupils are on, their communication needs are met throughout the day through the use of signing, symbols, objects, body language and verbalisations. These skills are practiced and embedded with our curriculum providing opportunities for rich language and communication to be developed.

Click on the link below for information on how we use Read, Write Inc to teach reading at Milestone Academy.

Read, Write Inc Phonics Programme

Primary – Phases 1 & 2

Brook

At Milestone Academy, we support all students, regardless of their background or social disadvantage.

It is our intent to:

  • Ensure that all our students are at the centre of a broad, varied and interesting English curriculum.
  • Expose all students to learning experiences that will equip them for their future, in the hope that they will acquire the personal qualities, attitudes, skills, knowledge and understanding necessary for personal fulfilment and a developing social responsibility in a rapidly changing world. 
  • Foster a love of reading, demonstrating enthusiasm and excitement for it. 
  • Deliver a curriculum that is planned considering the local context of the academy and provides opportunities to become familiar with and enjoy listening to a wide range of stories, poems, rhymes and non-fiction texts. 
  • Ensure students are appropriately exposed to a language rich environment giving opportunities for children to develop their cultural capital and access it through the early reading skills they learn.

At Milestone Academy, we support all students, regardless of their background or social disadvantage.

It is our intent to:

  • Ensure that all our students are at the centre of a broad, varied and interesting English curriculum.
  • Expose all students to learning experiences that will equip them for their future, in the hope that they will acquire the personal qualities, attitudes, skills, knowledge and understanding necessary for personal fulfilment and a developing social responsibility in a rapidly changing world. 
  • Foster a love of reading, demonstrating enthusiasm and excitement for it. 
  • Deliver a curriculum that is planned considering the local context of the academy and provides opportunities to become familiar with and enjoy listening to a wide range of stories, poems, rhymes and non-fiction texts. 
  • Ensure students are appropriately exposed to a language rich environment giving opportunities for children to develop their cultural capital and access it through the early reading skills they learn. 

At Milestone Academy, we support all students, regardless of their background or social disadvantage.

It is our intent to:

  • Ensure that all our students are at the centre of a broad, varied and interesting English curriculum.
  • Expose all students to learning experiences that will equip them for their future, in the hope that they will acquire the personal qualities, attitudes, skills, knowledge and understanding necessary for personal fulfilment and a developing social responsibility in a rapidly changing world. 
  • Foster a love of reading, demonstrating enthusiasm and excitement for it. 
  • Deliver a curriculum that is planned considering the local context of the academy and provides opportunities to become familiar with and enjoy listening to a wide range of stories, poems, rhymes and non-fiction texts. 
  • Ensure students are appropriately exposed to a language rich environment giving opportunities for children to develop their cultural capital and access it through the early reading skills they learn.

At Milestone Academy, we support all students, regardless of their background or social disadvantage.

It is our intent to:

  • Ensure that all our students are at the centre of a broad, varied and interesting English curriculum.
  • Expose all students to learning experiences that will equip them for their future, in the hope that they will acquire the personal qualities, attitudes, skills, knowledge and understanding necessary for personal fulfilment and a developing social responsibility in a rapidly changing world. 
  • Foster a love of reading, demonstrating enthusiasm and excitement for it. 
  • Deliver a curriculum that is planned considering the local context of the academy and provides opportunities to become familiar with and enjoy listening to a wide range of stories, poems, rhymes and non-fiction texts. 
  • Ensure students are appropriately exposed to a language rich environment giving opportunities for children to develop their cultural capital and access it through the early reading skills they learn.
Brook
  • Pupils working on the ‘Engagement Model’ access daily phonics activities. Although not taught discretely,  phonics is integrated into the students’ daily routines and is often delivered through sensory and exploration activities working on the seven stages of phonological awareness- Listening and Speaking skills, rhyme awareness, syllable awareness, onset and rime and phonemic awareness. For example, through song, Sensory stories, TAC PAC and Rebound.  
  • All pupils have access to books within their classroom environment, as well as a weekly library slot to encourage reading for pleasure. With adult support, students are immersed in reading books exploring tactile books or being read to. Where deemed appropriate, students can take a library book home for family members to read to them. 
  • Students are regularly exposed to ‘sensory story’ sessions where they are immersed in a text through the use of props and sensory experiences linked to the story. The texts are chosen based on being ‘high quality’, engaging and age/stage appropriate. Eg Bag Books, Topic themed, Seasonal Stories and Massage stories.
  • Pupils working on the ‘Engagement Model’ and up to K7 access daily phonics activities. Although not taught discretely,  phonics is integrated into the students’ daily routines and is often delivered through sensory and exploration activities working on the seven stages of phonological awareness- Listening and Speaking skills, rhyme awareness, syllable awareness, onset and rime and phonemic awareness. For example, through song, Sensory stories, TAC PAC and Rebound.  
  • All pupils have access to books within their classroom environment, as well as a weekly library slot to encourage reading for pleasure. With adult support, students are immersed in reading books exploring tactile books or being read to. Where deemed appropriate, students can take a library book home for family members to read to them. 
  • Students are regularly exposed to ‘sensory story’ sessions where they are immersed in a text through the use of props and sensory experiences linked to the story. The texts are chosen based on being ‘high quality’, engaging and age/stage appropriate. Eg Bag Books, Topic themed, Seasonal Stories and Massage stories.
  • Students working at K8 or those who show the level of understanding needed follow the Read Write Inc programme for phonics. Read Write Inc is an effective and systematic programme for teaching reading. It is a phonics complete literacy programme which helps all children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling. Students working on the RWI programme access a daily 10 minute phonics session. 
  • Students following the RWI programme access a decodable reading scheme, appropriate to their current phonics level. They have weekly opportunities for 1:1 reading with an adult and can take their book and reading record between school and home. For those students who can not yet access a decodable reading scheme, they have the opportunity to take home a ‘reading for pleasure’ book of their choice from the school library to share with a member of their family.
  • Students who have mastered all Set 1, 2 and 3 sounds and who regardless of age have achieved a ‘pass’ on the KS1 Phonics Screening check access a reading comprehension session four times a week. They are also able to select a ‘free reader’ text to read at school and home.
  • Pupils working at K4-K7 access daily phonics activities. Although not taught discretely,  phonics is integrated into the students’ daily routines and is often delivered through sensory and exploration activities working on the seven stages of phonological awareness- Listening and Speaking skills, rhyme awareness, syllable awareness, onset and rime and phonemic awareness. 
  • Students working at K8 or those who show the level of understanding needed follow the Read Write Inc programme for phonics. Read Write Inc is an effective and systematic programme for teaching reading. It is a phonics complete literacy programme which helps all children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling. Students working on the RWI programme access a daily 20 minute phonics session. 
  • Students following the RWI programme access a decodable reading scheme, appropriate to their current phonics level. They have weekly opportunities for 1:1 reading with an adult and can take their book and reading record between school and home. For those students who can not yet access a decodable reading scheme, they have the opportunity to take home a ‘reading for pleasure’ book of their choice from the school library to share with a member of their family.
  • Students who have mastered all Set 1, 2 and 3 sounds and who regardless of age have achieved a ‘pass’ on the KS1 Phonics Screening check access a reading comprehension session four times a week. They are also able to select a ‘free reader’ text to read at school and home. 
  • All pupils have access to books within their classroom environment, as well as a weekly library slot to encourage reading for pleasure. Students are able to choose their own reading books to read to themselves or share with an adult or a group of their peers. Where deemed appropriate, students can take a library book home to share with their families. 
  • Students have a daily, adult led storytime session, the texts chosen link to the PYP topic themes and have been sequenced appropriately; they are also ‘high quality’, engaging and age/stage appropriate.
  • Students working at K8 or those who show the level of understanding needed follow the Read Write Inc Phonics programme. Read Write Inc is an effective and systematic programme for teaching reading. It is a phonics complete literacy programme which helps all children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling. Students working on these programmes access a 30 minute phonics session four times a week. 
  • Students following the RWI programme access a decodable reading scheme, appropriate to their current phonics level. They have weekly opportunities for 1:1 reading with an adult and can take their book and reading record between school and home. 
  • Students who have mastered all Set 1, 2 and 3 sounds and who regardless of age have achieved a ‘pass’ on the KS1 Phonics Screening check access a reading comprehension session four times a week. They are also able to select a ‘free reader’ text to read at school and home. 
  • Students have weekly text based English lessons. The texts are chosen to link to the PYP topic themes; they are also ‘high quality’, engaging and age/stage appropriate texts.
Brook

The aspiration for all students at Milestone Academy is to achieve their maximum potential in reading. All students achievement and progress is celebrated and can be demonstrated by:

  • Learners being happy and aspirational.
  • Students making progress towards/achieving their intended outcomes and individualised targets.
  • Students working towards or making expected or above progress on the Brook Framework.  
  • Progress and achievement in all subjects are within reports to parents/carers in either their Annual Reviews, Tapestry, Curriculum Reports or Parent Consultations. Progress will be monitored through termly Pupil Progress Meetings.
  • An instilled love of reading
  • Promoting independence for their next stage of learning. 
  • Preparing them for adulthood through lifelong communication skills.

The aspiration for all students at Milestone Academy is to achieve their maximum potential in reading. All students achievement and progress is celebrated and can be demonstrated by:

  • Learners being happy and aspirational.
  • Students making progress towards/achieving their intended outcomes and individualised targets.
  • Students working towards or making expected or above progress on the Engagement model or Pupil Asset Framework.  
  • Progress and achievement in all subjects are within reports to parents/carers in either their Annual Reviews, Tapestry, Curriculum Reports or Parent Consultations. Progress will be monitored through termly Pupil Progress Meetings.
  • An instilled love of reading
  • Promoting independence for their next stage of learning. 
  • Preparing them for adulthood through lifelong communication skills.

The aspiration for all students at Milestone Academy is to achieve their maximum potential in reading. All students achievement and progress is celebrated and can be demonstrated by:

  • Learners being happy and aspirational.
  • Students making progress towards/achieving their intended outcomes and individualised targets.
  • Students working towards or making expected or above progress on the Pupil Asset Framework.  
  • Progress and achievement in all subjects are within reports to parents/carers in either their Annual Reviews, Tapestry or learning journals, Curriculum Reports or Parent Consultations. Progress will be monitored through termly Pupil Progress Meetings.
  • An instilled love of reading
  • Promoting independence for their next stage of learning. 
  • Preparing them for adulthood through lifelong communication skills.

The aspiration for all students at Milestone Academy is to achieve their maximum potential in reading. All students achievement and progress is celebrated and can be demonstrated by:

  • Learners being happy and aspirational.
  • Students making progress towards/achieving their intended outcomes and individualised targets.
  • Students working towards or making expected or above progress on the Pupil Asset Framework.  
  • Progress and achievement in all subjects are within reports to parents/carers in either their Annual Reviews, learning journals, Curriculum Reports or Parent Consultations. Progress will be monitored through termly Pupil Progress Meetings.
  • An instilled love of reading
  • Promoting independence for their next stage of learning. 
  • Preparing them for adulthood through lifelong communication skills.
  • Using skills that have been developed in a wider range of contexts outside of the classroom, within the community.

Secondary – Phases 3 & 4

Brook

At Milestone Academy, we support all students, regardless of their background or social disadvantage.

It is our intent to:

  • Ensure that all our students are at the centre of a broad, varied and interesting English curriculum.
  • Expose all students to learning experiences that will equip them for their future, in the hope that they will acquire the personal qualities, attitudes, skills, knowledge and understanding necessary for personal fulfilment and a developing social responsibility in a rapidly changing world. 
  • Foster a love of reading, demonstrating enthusiasm and excitement for it. 
  • Deliver a curriculum that is planned considering the local context of the academy and provides opportunities to become familiar with and enjoy listening to a wide range of stories, poems, rhymes and non-fiction texts. 
  • Ensure students are appropriately exposed to a language rich environment giving opportunities for children to develop their cultural capital and access it through the early reading skills they learn. 

At Milestone Academy, we support all students, regardless of their background or social disadvantage.

It is our intent to:

  • Ensure that all our students are at the centre of a broad, varied and interesting English curriculum.
  • Expose all students to learning experiences that will equip them for their future, in the hope that they will acquire the personal qualities, attitudes, skills, knowledge and understanding necessary for personal fulfilment and a developing social responsibility in a rapidly changing world. 
  • Foster a love of reading, demonstrating enthusiasm and excitement for it. 
  • Deliver a curriculum that is planned considering the local context of the academy and provides opportunities to become familiar with and enjoy listening to a wide range of stories, poems, rhymes and non-fiction texts. 
  • Ensure students are appropriately exposed to a language rich environment giving opportunities for children to develop their cultural capital and access it through the early reading skills they learn. 

At Milestone Academy, we support all students, regardless of their background or social disadvantage.

It is our intent to:

  • Ensure that all our students are at the centre of a broad, varied and interesting English curriculum.
  • Expose all students to learning experiences that will equip them for their future, in the hope that they will acquire the personal qualities, attitudes, skills, knowledge and understanding necessary for personal fulfilment and a developing social responsibility in a rapidly changing world. 
  • Foster a love of reading, demonstrating enthusiasm and excitement for it. 
  • Deliver a curriculum that is planned considering the local context of the academy and provides opportunities to become familiar with and enjoy listening to a wide range of stories, poems, rhymes and non-fiction texts. 
  • Ensure students are appropriately exposed to a language rich environment giving opportunities for children to develop their cultural capital and access it through the early reading skills they learn.

At Milestone Academy, we support all students, regardless of their background or social disadvantage.

It is our intent to:

  • Ensure that all our students are at the centre of a broad, varied and interesting English curriculum.
  • Expose all students to learning experiences that will equip them for their future, in the hope that they will acquire the personal qualities, attitudes, skills, knowledge and understanding necessary for personal fulfilment and a developing social responsibility in a rapidly changing world. 
  • Foster a love of reading, demonstrating enthusiasm and excitement for it. 
  • Deliver a curriculum that is planned considering the local context of the academy and provides opportunities to become familiar with and enjoy listening to a wide range of stories, poems, rhymes and non-fiction texts. 
  • Ensure students are appropriately exposed to a language rich environment giving opportunities for children to develop their cultural capital and access it through the early reading skills they learn.
Brook
  • Pupils working on the ‘Engagement Model’ access daily phonics activities. Although not taught discretely,  phonics is integrated into the students’ daily routines and is often delivered through sensory and exploration activities working on the seven stages of phonological awareness- Listening and Speaking skills, rhyme awareness, syllable awareness, onset and rime and phonemic awareness. For example, through song, Sensory stories, TAC PAC and Rebound.  
  • All pupils have access to books within their classroom environment, as well as a weekly library slot to encourage reading for pleasure. With adult support, students are immersed in reading books exploring tactile books or being read to. Where deemed appropriate, students can take a library book home for family members to read to them. 
  • Students are regularly exposed to ‘sensory story’ sessions where they are immersed in a text through the use of props and sensory experiences linked to the story. The texts are chosen based on being ‘high quality’, engaging and age/stage appropriate. Eg Bag Books, Topic themed, Seasonal Stories and Massage stories.
  • Pupils working on the ‘Engagement Model’ and up to K7 access daily phonics activities. Although not taught discretely,  phonics is integrated into the students’ daily routines and is often delivered through sensory and exploration activities working on the seven stages of phonological awareness- Listening and Speaking skills, rhyme awareness, syllable awareness, onset and rime and phonemic awareness. For example, through song, Sensory stories, TAC PAC and Rebound.  
  • All pupils have access to books within their classroom environment, as well as a weekly library slot to encourage reading for pleasure. With adult support, students are immersed in reading books exploring tactile books or being read to. Where deemed appropriate, students can take a library book home for family members to read to them. 
  • Students are regularly exposed to ‘sensory story’ sessions where they are immersed in a text through the use of props and sensory experiences linked to the story. The texts are chosen based on being ‘high quality’, engaging and age/stage appropriate. Eg Bag Books, Topic themed, Seasonal Stories and Massage stories.
  • Students working at K8 or those who show the level of understanding needed follow the Read Write Inc or RWI Fresh Start programme for phonics. Read Write Inc is an effective and systematic programme for teaching reading. It is a phonics complete literacy programme which helps all children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling. Students who have not yet mastered the Set 1 sounds follow the RWI programme and those who have moved onto mastering the Set 2 sounds follow the Fresh Start programme. Students working on these programmes access a 20 minute phonics session four times a week. 
  • Students following the RWI programme access a decodable reading scheme, appropriate to their current phonics level. They have weekly opportunities for 1:1 reading with an adult and can take their book and reading record between school and home. For those students who can not yet access a decodable reading scheme, they have the opportunity to take home a ‘reading for pleasure’ book of their choice from the school library to share with a member of their family.
  • Students on the RWI programme who have not mastered the Set 1 & 2 sounds or the ability to segment and blend also access the DSA ‘See and Learn’ sight reading programme alongside their phonics lessons. This is to equip them with the ability to recognise simple words and phrases in the community, preparing them for independent adult life beyond Milestone. 
  • Students who have mastered all Set 1, 2 and 3 sounds and who regardless of age have achieved a ‘pass’ on the KS1 Phonics Screening check access a reading comprehension session four times a week. They are also able to select a ‘free reader’ text to read at school and home. 
  • Pupils working at K4-K7 access daily phonics activities. Although not taught discretely,  phonics is integrated into the students’ daily routines and is often delivered through sensory and exploration activities working on the seven stages of phonological awareness- Listening and Speaking skills, rhyme awareness, syllable awareness, onset and rime and phonemic awareness. 
  • Students working at K8 or those who show the level of understanding needed follow the Read Write Inc or RWI Fresh Start programme for phonics. Read Write Inc is an effective and systematic programme for teaching reading. It is a phonics complete literacy programme which helps all children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling. Students who have not yet mastered the Set 1 sounds follow the RWI programme and those who have moved onto mastering the Set 2 sounds follow the Fresh Start programme. Students working on these programmes access a 20 minute phonics session four times a week. 
  • Students following the RWI programme access a decodable reading scheme, appropriate to their current phonics level. They have weekly opportunities for 1:1 reading with an adult and can take their book and reading record between school and home. For those students who can not yet access a decodable reading scheme, they have the opportunity to take home a ‘reading for pleasure’ book of their choice from the school library to share with a member of their family.
  • Students on the RWI programme who have not mastered the Set 1 & 2 sounds or the ability to segment and blend also access the DSA ‘See and Learn’ sight reading programme alongside their phonics lessons. This is to equip them with the ability to recognise simple words and phrases in the community, preparing them for independent adult life beyond Milestone. 
  • Students who have mastered all Set 1, 2 and 3 sounds and who regardless of age have achieved a ‘pass’ on the KS1 Phonics Screening check access a reading comprehension session four times a week. They are also able to select a ‘free reader’ text to read at school and home. 
  • All pupils have access to books within their classroom environment, as well as a weekly library slot to encourage reading for pleasure. Students are able to choose their own reading books to read to themselves or share with an adult or a group of their peers. Where deemed appropriate, students can take a library book home to share with their families. 
  • Students have a daily, adult led storytime session, the texts chosen link to the PYP topic themes and have been sequenced appropriately; they are also ‘high quality’, engaging and age/stage appropriate.
  • Students working at K8 or those who show the level of understanding needed follow the Read Write Inc or RWI Fresh Start programme for phonics. Read Write Inc is an effective and systematic programme for teaching reading. It is a phonics complete literacy programme which helps all children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling. Students who have not yet mastered the Set 1 sounds follow the RWI programme and those who have moved onto mastering the Set 2 sounds follow the Fresh Start programme. Students working on these programmes access a 30 minute phonics session four times a week. 
  • Students following the RWI programme access a decodable reading scheme, appropriate to their current phonics level. They have weekly opportunities for 1:1 reading with an adult and can take their book and reading record between school and home. 
  • Students who have mastered all Set 1, 2 and 3 sounds and who regardless of age have achieved a ‘pass’ on the KS1 Phonics Screening check access a reading comprehension session four times a week. They are also able to select a ‘free reader’ text to read at school and home. 
  • Students have weekly text based English lessons. The texts are chosen to link to the PYP topic themes; they are also ‘high quality’, engaging and age/stage appropriate texts.
  • Students are given the opportunity to sit the Edexcel ‘Functional Skills Level 1 or 2’ exam. With the qualification designed to prepare the learner for work, study and life.
Brook

The aspiration for all students at Milestone Academy is to achieve their maximum potential in reading. All students achievement and progress is celebrated and can be demonstrated by:

  • Learners being happy and aspirational.
  • Students making progress towards/achieving their intended outcomes and individualised targets.
  • Students working towards or making expected or above progress on the Brook Framework.  
  • Progress and achievement in all subjects are within reports to parents/carers in either their Annual Reviews, Tapestry, Curriculum Reports or Parent Consultations. Progress will be monitored through termly Pupil Progress Meetings.
  • An instilled love of reading
  • Promoting independence for their next stage of learning. 
  • Preparing them for adulthood through lifelong communication skills.

The aspiration for all students at Milestone Academy is to achieve their maximum potential in reading. All students achievement and progress is celebrated and can be demonstrated by:

  • Learners being happy and aspirational.
  • Students making progress towards/achieving their intended outcomes and individualised targets.
  • Students working towards or making expected or above progress on the Engagement model or Pupil Asset Framework.  
  • Progress and achievement in all subjects are within reports to parents/carers in either their Annual Reviews, Tapestry, Curriculum Reports or Parent Consultations. Progress will be monitored through termly Pupil Progress Meetings.
  • An instilled love of reading
  • Promoting independence for their next stage of learning. 
  • Preparing them for adulthood through lifelong communication skills.

The aspiration for all students at Milestone Academy is to achieve their maximum potential in reading. All students achievement and progress is celebrated and can be demonstrated by:

  • Learners being happy and aspirational.
  • Students making progress towards/achieving their intended outcomes and individualised targets.
  • Students working towards or making expected or above progress on the Pupil Asset Framework.  
  • Progress and achievement in all subjects are within reports to parents/carers in either their Annual Reviews, Tapestry and learning journals, Curriculum Reports or Parent Consultations. Progress will be monitored through termly Pupil Progress Meetings.
  • An instilled love of reading
  • Promoting independence for their next stage of learning. 
  • Preparing them for adulthood through lifelong communication skills.

The aspiration for all students at Milestone Academy is to achieve their maximum potential in reading. All students achievement and progress is celebrated and can be demonstrated by:

  • Learners being happy and aspirational.
  • Students making progress towards/achieving their intended outcomes and individualised targets.
  • Students working towards or making expected or above progress on the Pupil Asset Framework.  
  • Progress and achievement in all subjects are within reports to parents/carers in either their Annual Reviews, Learning journals, Curriculum Reports or Parent Consultations. Progress will be monitored through termly Pupil Progress Meetings.
  • Entry level functional skills qualification 
  • An instilled love of reading
  • Promoting independence for their next stage of learning. 
  • Preparing them for adulthood through lifelong communication skills.