Intent

We aim to enable our children to: 

• Apply the skill of blending phonemes in order to read words.
• Segment words into their constituent phonemes in order to spell words.
• Learn that blending and segmenting words are reversible processes.
• Read Common Exception Words (also known as Red Words) that do not conform to regular phonic patterns.
• Read texts and words that are within their phonic capabilities as early as possible.
• Decode texts effortlessly so all their resources can be used to comprehend what they read.
• Spell effortlessly so that all their resources can be directed towards composing their writing.

Implementation 

The Read Write Inc. Programme is for a range of pupils:

• Pupils from Foundation Stage 1 to Year 2 who are learning to read and spell.

• Any pupils in Year 2 and 3 who need to catch up rapidly.

• Any pupils in Year 4, 5 and 6 who need to catch up (delivered through the Fresh Start package).

RWI sessions occur every day as the continuity and pace of the programme is key to accelerating the progress of children’s reading development. In the first five weeks of Reception, after transition, the initial sounds (Set 1 Speed Sounds) are taught in class groups. Small group ‘Learning to Blend’ and handwriting sessions then follow throughout the morning. These sessions relate to the sounds the children have already been taught. Once the Set 1 sounds have been taught, children are individually assessed and grouped homogenously according to their stage.

Through the RWI programme, children learn to accurately blend taught sounds, to decode simple words containing taught graphemes and then move to read specifically designed books that are closely matched to their increasing knowledge of phonics.

Children continue to be taught in small homogenous groups as they move through the programme and are assessed every half term to review whether they are ready to progress onto the next book colour. Children take home books that are directly matched to their Read Write Inc. lessons, as well as an additional RWI book banded book for more of a challenge. Library books are also taken home as a book to share with an adult.

RWI teachers have all the RWI resources needed to teach RWI and they follow detailed lesson plans. This ensures the consistency of the teaching of reading, in every RWI lesson, irrespective of the RWI reading teacher. Teachers attend regular in-house CPD sessions, where they have the opportunity to learn about pedagogical changes, new RWI resources and to observe and practice specific parts of the teaching process.

The RWI approach is taught considering the 5 P’s:

• Praise – Children learn quickly in a positive climate.
• Pace – Good pace is essential to the lesson.
• Purpose – Every part of the lesson has a specific purpose.
• Passion – This is a very prescriptive programme. It is the energy, enthusiasm and passion that teachers put into the lesson that bring the teaching and learning to life!
• Participation – A strong feature of RWI lessons is partner work and the partners ‘teaching’ each other (based on research which states that we learn 70% of what we talk about with our partner and 90% of what we teach).

Roles and Responsibilities

The RWI Reading Leader will:

• Undertake the assessment of all Reception and KS1, and those in Year 4 still requiring phonics interventions and designate children to the correct groups.

• Track children’s progress and analyse data.

• Assign Reading Group Leaders to groups.

• ‘Drop in’ on RWI groups to give advice and to informally check that children are in the correct groups through learning walks and scrutiny of work.

• Provide coaching and, where necessary, models lessons.

• Support the organisation of 1- 1 tutoring groups for children not making progress.

• Organise and deliver Practice Sessions and other CPD as required.

Reading Group Leaders:

Reading Group Leaders (RGL) are defined as teachers and any member of support staff that may be teaching and has responsibility for a number of grouped children.

• Planning - The RGLs follow the relevant plans in order to teach each session. The school uses a planning format for the RGLs to plan their weekly sessions relevant to the group of children they are teaching.

• RGLs also have access to the RWI Phonics portal online and the Oxford Owl learning platform.

• RGLs inform the Reading Leader if they notice a child in their group is struggling to keep up or someone is particularly excelling. The Reading Leader will then assess the child to see if they require intervention or moving to the next colour group.

Key Stage 2

By the time children complete the transition from KS1 to KS2, we intend that they will have completed the RWI phonics programme. Those children who have not reached the expected level by the time they leave KS1 will continue to access the RWI programme and receive additional targeted intervention to ensure they catch up with their peers. A small number of children may reach upper KS2 and continue to require support for reading. These children will be assessed by the school’s SENDCo and complete a more age-appropriate phonics and reading programme called ‘Fresh Start’ which, like RWI, will teach the children the reading and comprehension skills required at this development stage in a more age-appropriate way using anthology texts rather than story books. Similarly, to the RWI phonics programme, Fresh Start pupils are frequently assessed by the SENDCo, and progress is reviewed on a half termly basis.

Impact

By focussing on the teaching of reading in the Early Years and KS1, using a synthetic phonics scheme, children learn to read unfamiliar printed words by blending (decoding) and speedily recognise familiar printed words by sight. We want all children to enjoy and experience early success in learning to read. We are committed to developing children’s love of reading and to help them to acquire knowledge and to build on what they already know.