Hindsford CE Primary School
Name of policy: Read Write Inc
Statement of Intent
Reading is the key that unlocks the whole curriculum so the ability to efficiently decode is essential. At Hindsford C of E Primary, we use the Read Write Inc synthetic phonics programme to teach our children the core skills of segmenting and blending and to start them on their ‘reading journey’.
Read, Write, Inc. Phonics is an inclusive literacy programme for all children learning to read. It is aimed at children reading at Level 2b or below and teaches synthetic phonics. Children learn the 44 common sounds in the English language and how to blend them to read and spell. The scheme includes both a reading and a writing focus. The use of pictures and memorable phrases is used to aid children’s retention and recall of phonemes for reading and spelling. Children are given ample opportunities to orally explore characters’ action, thoughts and feelings and to rehearse their writing. In this way, it further enhances the school’s Dyslexia-Friendly practise.
The R.W.I sessions are expected to occur each day with no exceptions, as the continuity and pace of the programme is key to accelerating the progress of children’s reading development. All staff (including those who are not classroom based) are trained and the expectation is that these staff will provide cover for staff absence, should the need arise. In this way, daily provision is consistent and uninterrupted.
Aims and Objectives
To teach 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 high frequency 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.
Teaching and Learning Style
This is based on the 5 Ps.
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 R.W.I. 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).
Pupils work within ability groups which are defined by their performance on R.W.I. phonic tests. Pupils are re-tested every 6 weeks and the groups are reorganised accordingly.
Teacher generated planning is minimized as the planning is integrated into the teacher’s handbooks and follows set routines. Each group leader has a printed format for planning ditties or storybook lessons. To this framework, is added the particular ditty/ storybook being studied, new phonic elements that are being introduced and any other points worthy of note for future use.
TA’s will be responsible for planning for their R.W.I groups, with the support of the R.W.I manager as required. TA’s will be given preparation time prior to the daily sessions.
Delivery of Phonics
- Initial sounds are to be taught in a specific order.
- Sounds taught should be ‘pure’ ie ‘b’, not ‘buh’ as this is central to phonic teaching and ability to recognise sounds in words.
- Blends are to be declustered. eg bl is two specific sounds.
- Children are to be taught that the number of graphemes in a word always corresponds to the number of phonemes. This greatly aids spelling.
- Set 2 sounds are to be taught after Set 1 (initial sounds)
- Letter names are to be introduced with Set 3.
Inclusion of Key Aspects of Grammar
In order to ensure children also develop a sound understanding of grammar and its link and importance to reading and writing, the Year 1 and Year 2 grammar objectives have benn aligned to the different RWI groups and stages and are integrated into RWI sessions wherever appropiate. This alignment allows children to develop a progressive knowledge of grammar skills and identify and use these skills in their learning. As a result, children are better equiped to approach reading and writing outside of the English/RWI lesson and acquire skills essential to meet age related expectation in the curriculum 2014 in grammar knowledge and skills. This also prepares children well for their transition to class once they complete and leave the programme.
R.W.I. across the school
R.W.I. is fully implemented in Reception but the class will not be split into groups until the initial sounds have been taught and the children can confidently blend 3 sounds. Once the sounds have been taught, assessments will take place to determine groupings.
Sessions will take place daily and build up to 1 hour in length. Within this time a 10 minute speed sounds session will occur with follow up handwriting sessions while children access continuous provision, in line with the EYFS.
Key Stage One
R.W.I. groups will be set following assessments carried out by designated staff to ensure consistency. The sessions will occur daily for 1 hour. These sessions will replace the daily English teaching from the National Curriculum with a 10 minute Speed Sounds session followed by Reading and Get Writing! sessions. Once children complete the programme and have reached the desired level of decoding, they will then access daily English lessons following the 2014 National Curriculum. Sessions will take place daily from 9.10-10.10 am.
Key Stage Two
Those children in Years 3 and 4 who have not met the criteria to leave the programme will continue to follow RWI. As soon as they are able, they will re-join their year group for daily English lessons. In Years 5 and 6, such children will take part in the ‘Fresh Start’ Programme will be implemented as their daily English input. This is to ensure that texts are age-appropriate and engagement and motivation remain high.
SEN pupils are fully involved in R.W.I. lessons as all pupils work in ability groups and teaching is geared to the speed of progress of each group. Children who are in danger of falling behind their peers are swiftly identified for 1:1 tuition, which is delivered as an extra intervention.
Able pupils are catered for as groups are based on ability and there is the flexibility to accommodate gifted younger pupils within groups of older children.
Assessment and Recording
Children are assessed throughout every lesson. Every time partner work is used the teacher assesses the progress of her children. The teacher assesses how children:
- read the grapheme chart
- read the green and red word lists
- decode the ditty/story
- comprehend the story
Each group leader is requested to keep a register to identify pupils that are absent or pupils that need extra reinforcement of a particular element that has been covered.
Formal assessment is carried out periodically by the designated assessment staff using the R.W.I. phonic checks. This allows for achieving homogeneity within each group and indicates the correct access point for new entrants.
Monitoring and Review
The R.W.I. manager
- organises the testing of all KS1 pupils and designates pupils to the correct groups
- assigns leaders to groups
- ‘drops in’ on R.W.I. groups to give advice and to informally check that pupils are in the correct groups
- where necessary models lessons
- attends up-date meetings when they occur and reports back to the R.W.I. group leaders
- speaks with the headteacher regarding groupings, teaching spaces and other pertinent matters
- is responsible for reporting to the governors about the quality of the implementation of R.W.I. and the impact on standards.