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Reading & phonics

Early Reading & Phonics at Broadacre Primary School

In Foundation stage and Key Stage 1 children are taught essential reading skills through the systematic, synthetic phonics scheme- Read, Write, inc. Children take part in daily phonics and reading sessions matched to their stage of development.

Children will learn sounds (phonemes) and the letters that represent them (graphemes). Then, when able to blend sounds to read some words, they read books containing sounds they have learned.

This therefore helps to build children’s confidence, fluency and enjoyment. Children continue on this programme until they can read most words fluently and accurately without the need to overtly sound out.

What is Read Write Inc?

Read Write Inc is a fully integrated reading and writing programme, firmly based in synthetic phonics. Synthetic phonics is simply the ability to convert a letter or letter group into sounds that are then blended together into a word. These words are embedded in lovely stories so children can read books independently.

The 5 Principles

  • Pace
    The children are carefully assessed then taught in small ability groups, with children participating fully throughout each session.
  • Praise
    The children are praised regularly to help them gain confidence and develop a love of reading.
  • Focused teaching
    Every activity has a clear purpose and high expectations are modelled by staff.
  • 100% participation
    Children work with a partner, teaching each other and sharing ideas so that every child is actively involved throughout every session.
  • Love of reading
    Staff and children enjoy the lessons and share a passion for reading – the greater the passion, the faster the progress!

Resources for Parents and Carers

The films below show parents and carers how we teach children to read and write with Read Write Inc Phonics.

‘The school provides a happy and welcoming environment with a ‘family feeling’ in the new, large school building.’

Ofsted comments

‘High expectations for all pupils are maintained by all adults at the school.’

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‘The mathematics curriculum has improved significantly, leading to confident problem-solving abilities in pupils.’

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‘The school has specially resourced provisions for pupils with SEND, particularly those with autism spectrum disorder.’

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‘Pupils’ behavior is extremely good, with a calm and purposeful atmosphere.’

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‘Teachers are supported to plan stimulating and interesting lessons.’

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‘The early years learning area is bright and inviting, with a focus on vocabulary development through song and rhyme.’

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‘Staff and pupils show great respect for each other.’

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‘A new phonics scheme has been introduced, improving the teaching of reading.’

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‘The curriculum includes personal, social, and emotional development, with a focus on values such as democracy and respect.’

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‘Pupils regularly revisit past learning, and assessments are used effectively to plan next steps.’

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‘Pupils with SEND receive high-quality and effective support, allowing them to access the full curriculum.’

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‘Adult interactions in early years are well planned to support resilient and purposeful learning.’

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