Due to the current COVID-19 restrictions, regrettably we are unable to invite parents into school for a tour of Berkswich CE primary and nursery. We understand that choosing the right setting for your child is one of the most important decisions that you will make in your child’s learning journey. With this in mind, we hope to provide you with a range of opportunities to allow you to gain an insight into life as part of our special Berkswich community and the chance to ask questions. We certainly welcome the opportunity to support and reassure you as you organise your child’s first steps into Nursery and Reception. We are offering virtual meetings to provide an opportunity for new parents to meet our headteacher, EYFS leader and teaching staff. This will provide a great opportunity for you to ask questions and find out about our community and learning at Berkswich CE. Your child is a vital part of this process, and so we welcome them to join in with the meeting.

Reception slots

Tuesday 17th November 9am – 10:30am

Tuesday 1st December 3:30- 5:30pm

Tuesday 8th December 9am – 10:30am

Nursery slots

Tuesday 19th January 9am– 10:30am

Tuesday 2nd February 3:30—5:30pm

Tuesday 9th March 9am—10:30 am

To book your ten-minute virtual meeting on one of the following days please call the school office on 01785 337360 or send an email to

Please visit our admissions page to take a closer look at our Nursery and Reception classes, as well as our admissions arrangements. Thank you.

BerkswichCE Primary School

Achieve, Believe and Care

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Reading in Year 1

Reading Programmes in Year One

​​​​​​In Year One, we follow the DfE 'Letters and Sounds' programme, enhanced with resources from Jolly Phonics and Big Cat Phonics. A very wide range of reading books are offered, which are book banded according to challenge; these provide variety of reading experiences, from decodable texts to those requiring a broader range of reading strategies, including sight reading.


The Reading Curriculum in Year One


~ Word Reading


  • Apply phonic knowledge and skills learnt as the route to decode words
  • Respond speedily, with the correct sound, to graphemes (letters or groups of letters) for all 40+ phonemes (sounds), including, where applicable, alternative sounds for graphemes.
  • Read accurately by blending sounds in unfamiliar words.
  • Read accurately by blending sounds in unfamiliar words containing GPCs (Grapheme Phoneme Correspondence) that have been taught.
  • Read common exception words.
  • Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.
  • Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings.
  • Read other words of more than one syllable that contain taught GPCs.
  • Read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s).
  • Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words.
  • Re-read these books to build up their fluency and confidence in word reading.


~ Comprehension


  • Develop pleasure in reading, motivation to read, vocabulary and understanding by:
    • listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently;
    • being encouraged to link what they read or hear read to their own experiences; 
    • becoming very familiar with key stories, fairy stories and traditional tales;
    • retelling key stories, fairy stories and traditional tales considering their particular characteristics;
    • recognising and joining in with predictable phrases;
    • learning to appreciate rhymes and poems;
    • recite some rhymes and poems by heart;
    • discussing word meanings, linking new meanings to those already known.
  • Understand both the books they can already read accurately and fluently and those they listen to by:
    • drawing on what they already know or on background information and vocabulary provided by the teacher;
    • checking that the text makes sense to them as they read; 
    • as they read correcting inaccurate reading;
    • discussing the significance of the title and events;
    • making inferences on the basis of what is being said and done;
    • predicting what might happen on the basis of what has been read so far.
  • Participate in discussion about what is read to them, taking turns and listening to what others say.
  • Explain clearly their understanding of what is read to them.