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Ince Church of England Primary School ‘Inspire, Nurture, Challenge, Enrich’

Intent, Implementation and Impact

 

Ince CE Primary School is led by the light of Jesus within us all, guiding us on our individual journeys through life, so that we can grow and learn together to shine as one throughout our wider community. #Let your light shine           

 

RWI Intent

Our ambition is that we will Inspire, Nurture, Challenge and Enrich the children through a broad and engaging curriculum.  At Ince CE Primary School our vision is that every child deserves to shine not just on their individual learning journey but also in the wider community. We want our children to thrive and live life in all its fullness (John 10:10) not just whilst they are with us but for the rest of their lives.  We believe that learning to read sounds and words plays an instrumental part in enabling that to happen.

Read Write Inc (RWI) is a proven, consistent, and rigorous method of teaching every child to read. “Teach a child to read and keep that child reading and we will change everything. And I mean everything” Jean Winterson. This quote epitomises the intent of the RWI programme here at Ince CE Primary School. We are determined that every child will learn to read, regardless of their background, needs or ability. We want children to learn to blend letter sounds together to read quickly and accurately and to then keep on reading. We want children to see reading not only as a task set by teachers in school but as an activity which provides pleasure and unlocks the world for them.  As readers, children are given the opportunity to;

  • Belong to their community, understanding its individual heritage, culture and those of others.
  • Have aspirations for themselves by reading and studying others
  • Bring light to the darkness and stand up for themselves and others
  • Read and understand how to keep their bodies, minds and finances healthy
  • Contribute positively to society through our core values of truthfulness, thankfulness, forgiveness, hope, justice and courage.
  • Are supported to develop the 7C`s throughout their time: confidence, curiosity, collaboration, communication, creativity, commitment and craftsmanship so that they are prepared to shine not only in this stage of their learning but also to shine in all aspects of their lives beyond their time in education. 

Word reading

Children learn a simple alphabetic code followed later by a more complex code. All reading books progress cumulatively, matched to the sounds children know.

Language comprehension

  • We help children to enjoy stories, non fiction and poems from the minute they come into school. We know and love the books we read aloud, so children will want to hear the same story again and again.
  • We use similar emphases and intonation on each reading, so children can join in the retelling.
  • Our picture books are for all children, whether they can read or not. For those who are still learning to read, we help them retell the story. For children who are able to read, we encourage them to enjoy reading and to retell the story events.

 

RWI Implementation

Our implementation ensures full coverage of the National Curriculum objectives for early reading. RWI is taught discretely because we feel passionately about not compromising the knowledge, skills and understanding needed to become an effective reader.  Children are given every opportunity to apply their skills and understanding throughout the rest of our curriculum.  RWI is taught through a sequence of sessions every day. 

We passionately believe that with the right support that all children can and will learn to read. In order for all children to be successful we assess them each half term and place them in a group that is matched to their ability. We are constantly informally assessing the children to make sure that they are at the “Goldilocks spot” where the books they read are neither too easy nor too hard. If needed children receive additional support to help them on their journey to becoming a confident reader. Within the daily RWI sessions children will be encouraged and supported to not only develop their decoding skills but also their comprehension and fluency skills.

Reading does not stop at the end of the Read Write Inc. session, a love of literature will be at the heart of all learning at Ince CE, whether it is escaping into Narnia through a wardrobe or going on a walk through a deep dark wood in search of the Gruffalo or discovering a likeminded courageous advocate who addresses injustice. Books and reading open up a whole host of learning opportunities and are the main driver for our extensive English curriculum.   

EYFS will begin their reading journey by following Letter and Sounds Phase 1 in Nursery and when appropriate will move to Read Write Inc.  All children upto Year 2 will be following the RWI programme. They will have already been assessed so will be put into groups and given the appropriate RW1 reading books to follow. Another version of this programme, Fresh Start will also be followed by older children to catch up. All KS1 classes will be using RWI books as their reading scheme.

Children will take part in RWI sessions every morning and afternoon with a fully phonics trained member of staff. These books will be kept in school. Children will take home a similar RWI reading book at the same level.  We have a variety of both stories and non fiction texts and ensure children have access to both in each level they read.

Order of teaching sounds

 

We begin by teaching the children set 1 sounds.  Children can start blending sounds into words as soon as they know a small group of letters well. Once the children have been taught the first 5 sounds (m, a, s, d, t), they are then taught assisted blending using the sounds that they know.  During lessons children are taught to hear sounds and blend them together in sequence to make a word.  We start with blending oral sounds, then progress to reading the letters and blending them together to read the word.

 

In RWI, the individual sounds are called ‘speed sounds’ because we want children to read them effortlessly.  Set 1 sounds are the single letter sounds and set 1 special friend sounds. They are taught in the following order;

 

m, a, s, d, t, i, n, p, g, o, c, k, u, b, f, e, l, h, sh, r, j, v, y, w, th, z, ch, qu, x, ng, nk.

 

There are 12 Set 2 ‘speed sounds’ that are made up of two or three letters which represent just one sound, e.g.  ay as in play, ee as in tree and igh as in high.  These are ‘special friend’ sounds.

 

When children are taught Set 2 sounds they will learn:

  • a simple picture prompt linked to the sound
  • a short phrase to say e.g. may I play
  • the letters that represent a sound (special friends) e.g. ay

 

Each sound has a list of green words linked to it, so that the children have the opportunity to sound out and blend words containing the new sound they have been taught, for example, s-p-r-ay = spray.

When learning Set 3 speed sounds the children will be taught alternative sounds/graphemes, e.g. ee as in tree and ea as in tea.

 

The tables below show each sound, the associated phrase and example green words for set 1 special friend sounds, set 2 and 3 sounds and additional sounds that are taught.

 

Nonsense words (Alien words) 

As children build up their knowledge of sounds they are able to apply their decoding skills to any unfamiliar word, whether it be real or nonsense.  During lessons each day children will practice their decoding skills by sounding out nonsense words.  Children are unable to rely on existing knowledge of real words, and instead have to use their letter-sound knowledge. This is an important part of the Phonics Screening Check that the children complete at the end of year 1.

 

Learning to blend and Ditty Books

As soon as children have been taught a few initial letter sounds they begin to learn to blend the sounds together to read real words in a Word Time session.  Each word time session involves oral blending of known sounds before they are shown the words written down on green cards.  Children practice Fred talking the words until they become able to read them on sight.  Ditty lessons follow on from this where children who are becoming excellent at reading single words are introduced to reading short sentences.  Once children are confident reading the short sentences they are challenged to use their developing phonic knowledge to write a sentence.

 

Storybook Lessons 

After ditty books, the next stage is storybooks. These books are closely matched to their developing phonic knowledge.  The storybooks consist of green words linked to the sounds that they have been learning, red words and challenge words to extend the children’s vocabulary.  After children have practiced these words individually they are prepared to see them in context in the story.

Comprehension activities, partner discussion and writing activities based on the book, follow on from reading.

 

Word Reading

  • We organise Read Write Inc. books and resources in a central area.
  • All books read in RWI lessons progress according to the children’s phonic knowledge and skills.
  • There are boxes of RWI book bag books for the children to take home.
  • All home reading books are decodable, linked with each stage of the children’s phonic knowledge.

Language Comprehension

  • Each RWI story book includes key comprehension questions.
  • As a staff, we share stories, poems and non fiction to children with love, confidence and enjoyment, every day.
  • We organise parent workshops to support parents and ensure that they understand how important story time is at home

 

RWI Impact

As a result of a progressive, well-sequenced and supportive RWI sessions that build upon knowledge already acquired, the children of Ince CE Primary have a strong understanding of blending sounds to read words.

Reading plays a fundamental role, not just in our curriculum but in setting children up for life long learning. Due to a rigorous approach to the teaching of reading, children will be highly competent and confident readers who enjoy delving into a range of texts, books and genres.  It is our aspiration that children will leave Ince CE with a powerful understanding of heritage, enlightenment and advocacy due to the well sequenced and purposeful books that they have accessed both as an individual reader and as a class.

Children develop detailed knowledge and skills across reading and as a result achieve well in the Year 1 Phonic Screening Check.

The effectiveness of the Quality of Education and the fulfilment of our Curriculum Intent is assessed throughout all stages of learning in a systematic and strategic approach.

 

Word reading

We aim for Read Write Inc. phonics to be redundant for the majority of our children, by the end of the Autumn Term in Year 2.  However identified Year 2 and KS2 children who still require further support with phonics, also access RWI and later Fresh Start if it is needed as a catch up programme.

 

Language comprehension

Teachers

  • know the importance of reading stories to their children every day
  • know how to engage children in stories when reading aloud.

Parents

  • know the importance of reading stories to their children at home
  • know how to read stories to their children
  • read with their children most evenings.

Children

  • are able to read books in line with their phonic knowledge and with increasing fluency.
  • enjoy listening to stories and poems
  • can join in with many stories and poems
  • have access to a wide range of age related non fiction texts
  • learn new vocabulary in s

 

We monitor the impact of RWI through:

  • Subject Leadership: Subject leads routinely monitor the effectiveness of their subjects through pupil voice exercises, work scrutiny and teaching and learning observations.
  • Senior Leadership Standard Reviews and Pupil Progress Meetings take place termly to ensure no child is left behind.
  • A Strategic Assessment Calendar ensures RWI is assessed every half term and children are placed in ability groups within their year group. This data is used to support teachers in make judgements on children’s progress and achievement.
  • Children’s Character is assessed throughout each academic year and through their Advocacy Summer Term Project.
  • A central tracking system (Target Tracker) is used to assess all subject areas and this data is used to judgements on children’s progress and achievement.

 

(See Assessment Policy for more information)

 

 

Please see our letter to parents under our newsletter section for more details on possible changes to Friday afternoons in school from the 25th September.
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