At Horbling Brown’s, we believe that every child is a reader and actively encourage children to read and enjoy a wide range of texts. We believe that, through twice weekly dedicated class reading sessions and quality first teaching over and above the use of our RWInc Phonics programme for early readers, we can encourage and inspire emergent and developing readers to see the value in texts; whether for pleasure or to garner information.
We aim to build an inclusive reading community which traverses all year groups by encouraging more experienced or enthusiastic readers to lead others by example though reading cafes.
We believe that reading is a key factor in all areas of the curriculum, and as such, follow research to inform teaching techniques.
The school values of ‘courage’ and ‘hope’ can be seen as drivers for the curriculum as we encourage children to have the courage to strive for excellence and continued improvement in reading, and to give children hope that learning these skills will open doors to exciting creative worlds and opportunities within and out of school.
Read Write Inc. Phonics
The programme is for:
• Pupils in Year R to Year 2 who are learning to read and write
• Any pupils in Years 2, 3 and 4 who need to catch up rapidly
In Read Write Inc. Phonics pupils:
• Decode letter-sound correspondences quickly and effortlessly, using their phonic
knowledge and skills
• Read common exception words on sight
• Understand what they read
• Read aloud with fluency and expression
In addition, we teach pupils to work effectively with a partner to explain and consolidate what they
are learning. This provides the teacher with opportunities to assess learning and to pick up on
difficulties, such as pupils’ poor articulation, or problems with blending or alphabetic code
We group pupils homogeneously, according to their progress in reading rather than their writing.
This is because it is known that pupils’ progress in writing will lag behind progress in reading,
especially for those whose motor skills are less well developed.
In Year R we emphasise the alphabetic code. The pupils rapidly learn sounds and the letter or
groups of letters they need to represent them. Simple mnemonics help them to grasp this quickly.
This is especially useful for pupils at risk of making slower progress. This learning is consolidated
daily. Pupils have frequent practice in reading high frequency words with irregular spellings –
common exception words.
We make sure that pupils read books that are closely matched to their increasing knowledge of
phonics and the common exception words. This is so that, early on, they experience success and
gain confidence that they are readers. Re-reading and discussing these books with the teacher
supports their increasingly fluent decoding.
Alongside this, the teachers read a wide range of stories, poetry and non-fiction to pupils; they are
soon able to read these texts for themselves.
Embedding the alphabetic code early on means that pupils quickly learn to write simple words and
sentences. We encourage them to compose each sentence aloud until they are confident to write
independently. We make sure they write every day.
Pupils write at the level of their spelling knowledge. The quality of the vocabulary they use in their
writing reflects the language they have heard in the books the teacher has read to them; they have
also discussed what the words mean.
Our aim is for pupils to complete the phonics programme as quickly as possible. The sooner they
complete it, the sooner they will be able to choose books to read at their own interest and
Pupils are taught to articulate their thoughts and ideas out loud and to communicate what they
know and understand. Pupils answer every question with a partner, comment on each other’s
ideas, clarify each other’s thinking, and build upon each other’s thoughts and ideas. The teacher
asks questions to take their thinking further and clears up any misconceptions. Partner discussion
helps teachers assess what and how pupils are learning throughout the lesson.
Teachers also read a wide range of stories, poetry and non-fiction to pupils. Pupils are encouraged
to choose books to read at their own interest and comprehension level.
Pupils who are making slower progress usually complete the programme by the end of Year
2. We support pupils who have identified special educational needs for however long it takes until
they can read. For example, we identify those who are at risk of falling behind their peers
immediately – whatever their age. Highly trained staff tutor them for 15 minutes every day, using
the Read Write Inc. One-to-one tutoring programme. If a child arrives in Key Stage 2 reading below
their chronological age or with English as an additional language they are taught Read Write Inc.
Phonics until they too catch up with their peers.
By the end of Key Stage 1, our pupils can read aloud age-appropriate texts accurately and
with sufficient speed for comprehension. This means that we can focus on developing their
comprehension, preparing them well for transition to Key Stage 2. Their good decoding skills mean
that they have a sound strategy for decoding unfamiliar words when they come across them at
whatever stage or in any subject, even into secondary school.
Quality of teaching, learning and assessment
The programmes’ ‘cycle of instruction’ means that, after direct instruction and guided practice, the
pupils teach another pupil. In this way they all rehearse and consolidate what they have been
learning. This helps the pupils to make their understanding clear to themselves and helps the teacher
deal with any misconceptions. ‘Partner teaching’ is a key assessment tool. We also use this approach
very effectively in other subjects.
In Read Write Inc. Phonics, because the pupils are grouped across the school in terms of their reading
ability, they are reading at an appropriate decoding level every day. The homogeneous groups in the
Phonic lessons help us to focus the teaching and ensure pupils learn to read quickly.
Staff teaching Read Write Inc. Phonics record the results from the Assessments 1 and 2, which take
place every eight weeks. This data allow us to intervene in different ways. For instance, we quickly
move pupils to another group if they are progressing faster than their peers. Those who continue to
struggle have one-to-one tutoring so that they keep up.
All the pupils are engaged, with a positive impact on their behaviour. They learn to participate fully:
we agree with them the rules for working in a group or discussing with a partner. We discourage
‘hands up’ for answering questions because we believe that all pupils should answer every question.
The teacher selects pupils to answer.
The Read Write Inc. programmes have detailed lesson plans. These give the teachers practical day-today guidance, but we work hard to build on these plans so that the lessons are matched carefully to
the needs of their particular group. Every activity is prepared thoroughly and has a clear purpose.
The teacher explains this at the beginning so that the pupils understand, during the activity, what
they are learning and why.
Additional support for lower-attaining pupils learning to read
Pupils in the ‘lowest’ attaining group have the widest variety of needs. This is therefore the least
homogeneous group. In order to give these pupils the same carefully targeted teaching as all the
other groups, some of these pupils have daily one-to-one tutoring for 10 to 20 minutes, in addition to
their group session in the morning. This tutoring helps us to meet their individual needs. Once these
pupils have learnt to read they will receive additional support when learning to spell.
Feedback and marking
We emphasise constructive feedback. For example, we praise pupils for how hard they work together to ensure that their learning is successful.
We have clear systems for marking pupils’ work. Pupils know their teacher’s expectations for each
activity. We mark short activities with the pupils in the lesson. Extended pieces are marked
afterwards. We discuss the outcomes with the group and individuals so that the marking is genuinely
used to take forward pupils’ learning.
See Guidance for marking writing in Read Write Inc. Phonics lessons
Personal development, behaviour and welfare
Pupils have very positive attitudes to the programme. Their good behaviour and the virtual absence
of low-level disruption in lessons contribute to the progress they make. We support this behaviour by using silent signals for gaining their attention, for setting up partner routines, and for managing the way pupils move around the classroom. Everyone uses the same signals. The teachers are
encouraged to use these strategies in other lessons, too, so that the approach to behaviour is
consistent throughout the day.
We believe that the partner work and the homogeneous groupings organised to teach Read Write
Inc. Phonics, help the pupils learn to work together. Effective partner work has the benefit of helping
pupils to work closely with others – especially those who are not their best friends. Quick bonding
activities help new partners to get to know one another. Boys and girls, first and second language
learners, assertive and reticent pupils, and pupils of different ages learn to get on together. Potential
bullying is explored and discussed so pupils know how this can develop and how to deal with it if it
Pupils are taught the manners and behaviour that are necessary to work with adults and other
pupils. Adults are expected to demonstrate positive attitudes and good manners, and to act as role
models for pupils.
Praise for hard work and good behaviour is fundamental to pupils’ progress. The values of courtesy,
consideration and kindness are at the heart of every lesson, taught through the programme and
embedded in other lessons. All the staff use the same positive strategies for behaviour management
across the school. Working well together, as part of a team, is at the core of the school’s work – for
staff and pupils.
A key element of Read Write Inc. is consistent whole-school practice, underpinned by appropriate
professional development. The headteacher, all the teachers and teaching assistants are trained to
teach reading. All staff have attended two-day Phonics training and the trainer has returned to
support us on subsequent development days. We hold at least two Development Days every year to
ensure we are aware of up-to-date practice.
In weekly masterclasses staff analyse teaching and behaviour steps that set the agenda for the
Next observation and feedback schedule.
- Through our English and wider curriculum, we strive to develop a culture of reading through consistently using high quality texts, often linked to the Unit of Learning, that demonstrate aspirational language and grammatical structure; a variety of texts that inspire and enthuse children; texts with themes that help our children to develop and promote the school’s values as well as ensuring their personal, social, spiritual and emotion needs are met and where children are able to progress and reach their full potential.
- Pupils in Early Years and Key Stage One are taught to read daily within phonics lessons and all our pupils are taught explicit reading strategies and skills through our whole class sessions, allowing all our children to access more challenging texts and answer complex questions.
- In each of our classroom environments, reading areas are created as a stimulating and exciting space to develop the delight of reading.
- As part of every school day, adults read a class book aloud to the children to further promote a love for reading and exposure to high quality texts.
- In addition, throughout the school year the importance of reading is enhanced through World Book Day, author visits, Book Fairs and sponsored reading events to further enrich our English curriculum.
- To ensure we are reading high quality texts, we refer to a variety of recommended booklists, namely, CLPE Core Booklist, Pie Corbett Reading Spines and Book Award winners list (CILIP Carnegie and Kate Greenaway Medals; FCBG Children’s Book Award; Waterstone’s).
- Pupils’ home-school books are closely matched to their phonic ability; pupils are able to enjoy books at both school and at home whilst applying their phonics to decode accurately.