The growing body of evidence over the past 25 years (Cameron, S. 2016) has found that ‘proficient readers are active readers’ and that when reading they actively engage with the text. We teach our pupils what to do before reading, during reading and after reading to maximize reading comprehension. We find that sometimes pupils are accurate and fluent decoders, however, this does not always translate into having a good understanding of the text. Pupils also learn a lot from reading together, so we have created reading buddy systems across our three schools. The advantages of a buddy reading program for younger students include them feeling safe and happy, as well as demonstrating improved engagement in reading. For older buddies, it can help them develop improved self-esteem, confidence in reading and increased cognitive awareness.