At Crayford Temple Grove we use the Read Write Inc Phonics program to teach Phonics and early reading. RWI is an inclusive Systematic Synthetic Phonics program which gives all children the opportunity to learn to read and spell. This scheme includes a reading and writing focus.
At CTG we believe that reading is the key to unlocking the curriculum so the ability to efficiently decode is essential. The RWI phonics sessions are expected to occur 5 times per week and reading sessions 4 times per week. This ensures that children are able to move through the program and that children can accelerate their progress and reading development.
For children to:
- Apply the skill of blending phonemes in order to read real words.
- Segment words into their 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 including common exception words (red words).
- Read texts and words that are within their phonic capabilities as early as possible.
- Decode texts effectively so children can understand what they read.
- Spell effectively so children can focus on the composition of their writing.
Pupils will work within ability groups which are defined by their progress on the RWI phonic tests. Pupils will be assessed once a half term so groups can be reorganised accordingly. Groups should remain flexible and children who have made accelerated progress in between assessment periods should be discussed with the English lead and reallocated a group when appropriate.
Teacher planning should follow the 4-day template guide. Where children are still acquiring their writing skills teachers will record observation notes from the reading session. All teachers and TAs will have access to the online teaching resource and teaching handbook and should refer to this as a guide when teaching reading and phonics.
Sounds will be taught in a specific order as shown below
Sound should be taught pure with no schwa; TAs teaching phonics will have training and the English lead will support with team teaching and drop in sessions with new staff to ensure that standards of teaching remain high.
Children are taught that consonant blends are declustered. Children with speech and language difficulties will be supported to do this in targeted intervention.
The introduction of spelling with letter names is introduced in Year 1.
RWI across the school
Phonics sessions in Reception and Year 1 will take place at 10.30 to allow for streaming across different year groups.
RWI is fully implemented in reception, but classes will not be split until the initial sounds have been taught. A RWI lesson will be comprised of a speed sound lesson and a follow up handwriting of the sound taught; there will be opportunities to access this in continuous provision.
In KS1 RWI phonics sessions will take place 5 days per week with one session being a review session. RWI reading sessions in KS1 will take place 4 days per week with one session of one-to-one reading.
In KS2 Phonics will continue in year 3. Beyond Year 3 phonics will take the form of an intervention with a focus on those children in Year 3 and 4. Where more support is needed children will take part in daily phonics lessons.
SEN children are fully involved in RWI lessons and where needed 1:1 tuition will be used to support children to make progress in phonics and reading. For those children who need a different method of teaching, we will adapt the RWI resources and use precision teaching of key words so that children can make better progress.
Children will be assessed every half term and groups will change accordingly. Once children are reading fluently children will move into a reading reconsidered reading group.
As a school we passionately believe that every child deserves to read and that it is our duty to ensure every child leaves our school with the skills and confidence to understand the world around them. With this program we believe that all children should be able to read by the end of KS1 in order to continue to access a broad and balanced curriculum.