Reading Intent


Reading is at the heart of all our learning and we view reading as an entitlement for all and know that reading is the key to academic success. By centering reading at the core of our curriculum we are instilling in all children an understanding that reading is a transferable skill that will benefit them in all subjects and later on in life. We ensure that the children read both in and out of reading lessons for a range of different purposes.

We aim to:

  • Foster a love of reading by listening to, interacting and reading with a variety of narratives, non fiction and poetry texts incorporating cultural capital and diversity.
  • Provide children with the necessary life-long skills they need in reading to ensure that they can read confidently, fluently and with secure understanding.
  • Build a community of engaged readers who turn to reading for meaning and pleasure by engaging with parents and incorporating visits to our school and other libraries and local bookshops.
  • Provide plenty of opportunities for reading for pleasure throughout the school day and week.
  • Ensure reading is a transferable skill and that all children are reading across the wider curriculum.
  • Maintain a consistent approach to teaching reading in order to close any gaps and to ensure the highest number of children leave Cranfield Academy reading at the expected standard fluently, with confidence and passion, in any subject by establishing an environment where reading for pleasure is at the forefront and for pupils to be able to access and acquire knowledge across the curriculum using their comprehension skills.

This will enable pupils to move readily into their next steps in their education journey.

Our reading curriculum ensures that children have the opportunities for reading for practice, reading for meaning and reading for pleasure. Click the buttons below to find out more about our approach to phonics and reading across the school.


Phonics Intent 

Reading Intent 

Early Years Reading Progression 

Year 1 Reading Progression 

Year 2 Reading Progression 

Year 3 Reading Progression 

Year 4 Reading Progression 


How can I support my child's reading?

The below resources will be of use in supporting your child's reading development at home.

  • Click here to view the Early Years and Key Stage One list of words to learn to read and spell.
  • Click here to download look, say, cover, write check sheets for the Early Years and Key Stage One list of words to learn to read and spell.
  • Click here to download look, say, cover, write check sheets for the Key Stage Two list of words to learn to read and spell.
  • Click here to view the Year Three and Four list of words to learn to read and spell.
  • Explore the Parenting Smart website for articles and videos of guidance.


Allow your child to access Phonics Play:

Username: Jan21
Password: hope


What is the intent of writing?

We want the children to be secure in their knowledge and understanding of the different genres of writing and be confident and fluent in their application of them. We want the children to learn that writing enables them to use their imagination and express themselves in different ways. We want them to develop a love of writing; to build on their starting points and have the necessary skills to move on successfully to the next stage of their education.

Through our delivery of the ‘Ready, Steady, Write’ scheme of work we are able to ensure that children take part in high quality writing lessons through children’s high quality literature (Vehicle Texts) that are carefully sequenced in order to build on their knowledge and understanding of writing. Learning is regularly revisited through morning work and in other subjects to help children become secure with skills to become embedded in their memories. Spelling is a priority with children from Year 2 - Year 4 using ‘Schofield and Sims’ spelling programme. Teachers use formal assessments, data analysis and daily, in-class observations to inform planning so that the sequence of lessons meet the needs of their class. This assessment also helps to identify children who may be struggling with their learning. These children benefit from differentiated learning, flexible grouping, and when necessary, intervention groups that target understanding of a specific skill. Teachers use modelling regularly to achieve different outcomes: to demonstrate a new skill or genre; to check understanding of specific features; to challenge thinking about a concept to reach a deeper level of understanding.


Early Years Writing Progression 

Year 1 - Year 4 Writing Overview & Progression