Home Page

Intent, Implementation and Impact


At The Berkeley Academy we believe that the teaching of reading is integral to a child’s understanding and appreciation of the world around them: a platform that allows our children to see beyond what they know, share in cultural experience and develop the vocabulary they need to effectively express themselves. Our reading curriculum strives to foster a lifelong love of reading by developing the behaviours that they need to be discerning readers. This curriculum is delivered through synthetic phonics, a linked approach to shared and whole class shared reading lessons, home reading, reading across the curriculum, regular opportunities for independent reading and hearing quality texts read aloud every day. All of these are essential components as they offer the range of opportunities needed to develop fluent, enthusiastic and critical readers.


It is important that children are motivated to read at home regularly; when their reading opportunities increase, so does their fluency and stamina which in turn increases their enjoyment of reading. Therefore, the link between children’s motivation to read and reading for pleasure is reciprocal. Furthermore, we know that reading pleasure is beneficial not only for not only reading outcomes, but for wider learning enjoyment and mental wellbeing. Thus, we work hard to foster a love of independent reading and build communities of engaged readers. We understand the significance of parents and carers in supporting their children to develop both word reading and comprehension skills so we endeavour to build a home-school partnership which enables parents and carers to have the confidence to support their children with reading at home


Reading is at the very heart of our curriculum. We are committed to promoting a love for reading and not only giving children opportunities to read in English lessons, but in the wider curriculum too.



Children will have daily lessons following the Steps to Read sequenced planning. These lessons are set around a range of quality literature and each half term will typically consist of  between twenty to twenty-five lessons. 

Features of the lessons include:

  • Explicit vocabulary teaching
  • Decodable words
  • Common exception words (KS1 and & EYFS)
  • Fluency sentences
  • Text extracts from quality literature
  • Strong curriculum links


Children in Nursery, Reception and Year 1 also  follow elements of Steps to read whereby they share texts as a class and learn new vocabulary. However the teaching of reading comes through daily phonics lessons using the Little Wandle programme and more information can be found on the Phonics Curriculum page.


Reading For Pleasure

Reading for pleasure is about choosing to spend time reading. Steps to read is  just one way which we share a love of books with the children In addition to this we find ways to develop a reading culture by giving children regular opportunities to read independently, to an adult or to a buddy.


Children are encouraged to share their enjoyment of books and recommend texts to each other. They are read to each day from a shared text chosen by  the teacher or pupils and have a range of books in class or year group reading areas. We work with children to help them, particularly reluctant readers to  find books and authors they enjoy.


Accelerated Reader and myON.

From Year 2 – Year 6 pupils join the Accelerated Reader programme. The programme assesses children’s level and directs children to a level of books that suits their ability. Once they have read a book in their range, children can take a quiz on the book, or a corresponding vocabulary quiz which earns them points towards a target. Teachers can track the progress of children and monitor their reading habits.  It help s guide struggling readers to books they can read successfully but children are not limited to reading books within their range.

MyON links to Accelerated Reader and offers children the option of reading books online.



Children at Berkeley express their love of reading They talk confidently about the books they read and are excited to choose new texts and recommend books to each other. Reading independently is seen as a treat, especially when it occurs in dens or outside. Children are developing knowledge of a broad range of books and authors and are developing skills to help them access texts at a deeper level. Children’s vocabulary is becoming richer and more precise as they study the meaning of words on a daily basis.