We aim for the children at Brookland to:

  • Develop a love of books and reading for pleasure

  • Become fluent and confident readers, reading with expression and clarity

  • Develop strong phonic knowledge and use this to decode words with increasing accuracy.

  • Develop a knowledge and love of a wide range of literature from around the world.



Reading is vitally important at Brookland and has a high status within the school.

The aim is to transform the reading environment to foster a love of literature with Read Write Inc. Phonics, the Accelerated Reading programme, Literacy and Language, and by class teachers selecting high-quality texts to use as part of English lessons, or as class books.

The programmes of study for reading at key stages 1 and 2 consist of two dimensions:

  • word reading
  • comprehension (both listening and reading)

Systematic Synthetic Phonics

Phonics in Reception and KS1 is taught using Read Write Inc. Phonics.

Children learn to respond speedily with the correct sound to graphemes for all 40+ phonemes, blend sounds accurately and read common exception words.

Children will follow either the 3 or 5 day Read Write Inc. Phonics programme in a group that best suits their ability.

They demonstrate understanding when talking with others about what they have read.

Teaching using phonics continues through the school as children consolidate their knowledge and understanding with regular phoneme and grapheme practise.

 More information can be found here

Reading Skills

Reading skill lessons enable children in Years 2 to 6 to deepen their knowledge and understanding of a text.

Children are explicitly taught the skills needed to develop a good comprehension understanding using a range of texts.

Reading Vipers’ are used to support children’s recall of the skills required for reading comprehension. Each letter of Vipers links to a reading skill which supports children’s understanding and enables them to develop thinking and questioning skills which are important tools for reading. Actions and tasks, such as highlighting key vocabulary and summarising paragraphs, are taught for a deeper understanding. Through this teaching, children are encouraged to enjoy, understand, discuss and analyse the written word in a supported environment.

Decodable Books

Once children are able to blend sounds together to read words, they will be given a decodable reading booked matched to their phonic ability, this is drawn from the Read, Write Inc Phonics assessments that are carried out termly.

These books are changed regularly and children are encouraged to re-read the book in order to develop fluency and expression.

Once children are reading with fluency and comprehension and have a secure phonic knowledge, they will be tested to start the Accelerated Reader programme

Accelerated Reader

Accelerated Reader provides teachers with timely, accurate information on student academic performance.

This information can be used to quickly adjust instruction to help all pupils reach their greatest potential.

It helps teachers reach all types of readers because it includes Reading Practice, Vocabulary Practice and Literacy Skills Quizzes. Recorded Voice Quizzes are also available for emergent readers.

AR quizzes cover all National Curriculum Reading levels of reading ability.

Each term children will take a STAR reading assessment that provides a reading age and a ZPD figure. (Zone of Proximal Development)

This allows children to independently select books with a readable range to best develop their reading.

Class Reading Books

 Children will be read to by an adult on a regular basis.

Class teachers will select a class book that is equal to or above the average Accelerated Reader range of the children in class.

This is an opportunity for teachers to model the act of being a fluent reader and demonstrate to the class by ‘thinking aloud’ the skills required to be a reader.

This shared class reader also allows children to access higher quality texts and develop a love of books that they may not be able to access independently.