Reading strategies are established through individual reading (with teacher, teaching assistant or adult helper) and Whole Class Reading Sessions  in groups with their class teacher/teaching assistants.
Whole Class Reading provides an opportunity for the teacher to teach reading in relation to the differentiated needs of pupil groups and to introduce a variety of fiction, non-fiction and poetry texts, which are often beyond the level that children are reading independently. It also provides pupils with strategies for retrieving information from a text and for answering comprehension questions in their classwork and in test situations, with adults modelling the different types of answer. 

From Years 2 to 6, children really begin to develop that passion and individuality for reading. Children are encouraged to develop their own reading style and genre preference and choose books from the school and class library that develop their reading skills as well as provide them with enjoyment for reading. 

Children in Years 2 to 6 take part in whole class reading, every day. During this time, they work with the teacher and sometimes assistant to develop their understanding of text structure, the authors intent and key vocabulary the author has used to convey meaning. 
Each of the classes use the VIPERS approach to reading (from the Literacy Shed) developing the skills in key areas of reading. They focus on fiction in Week One (using the same extract), non-fiction in Week Two (using the same extract) and another choice of text (poetry, play script or visual literacy) in Week Three.