Phonics Curriculum
Intent
At St.Mary's, we are committed to ensuring that every child becomes a confident, fluent reader who develops a lifelong love of reading. We recognise that secure early reading underpins success across the curriculum and opens opportunities for all learners.
We follow the Read Write Inc. (RWI) programme, a systematic synthetic phonics scheme validated by the Department for Education. Our intent is to teach children to:
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Recognise, say, and blend sounds in words accurately and automatically.
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Read words and sentences fluently by applying phonic knowledge.
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Develop comprehension skills and vocabulary alongside decoding ability.
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Write confidently by segmenting spoken words into phonemes and applying spelling rules.
Our approach ensures that every child makes strong progress from their starting points, regardless of background or need, including those who may require additional support or who join mid-year.
Why We Chose Read Write Inc.
We selected Read Write Inc. because it provides a robust, evidence-based approach to early reading that aligns fully with the Department for Education’s core criteria for validated systematic synthetic phonics programmes. It offers a clear and consistent structure, ensuring all staff deliver high-quality phonics teaching that builds progressively from simple to complex code.
The programme is underpinned by extensive research into how children learn to read, supporting a balance between decoding, fluency, and comprehension. It also offers a strong emphasis on teacher expertise, with a comprehensive training framework and resources to secure fidelity across all classrooms.
Key reasons for choosing Read Write Inc. include:
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Proven impact: Schools nationally using RWI demonstrate significant improvements in early reading outcomes, particularly for disadvantaged and lower-attaining pupils.
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Consistency and clarity: The programme’s step-by-step structure ensures pupils build secure knowledge cumulatively, preventing learning gaps.
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Comprehensive materials: High-quality decodable books, teaching aids, and assessment tools ensure children practise reading using texts precisely matched to their phonics stage.
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Professional development: Staff benefit from ongoing training, coaching, and access to expert guidance, maintaining a high standard of delivery.
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Inclusivity: The scheme ensures every child, regardless of need or starting point, is supported to achieve reading fluency through targeted interventions and small-group work.
This structured, research-informed approach aligns with our wider school vision: to ensure every child learns to read accurately, fluently, and with enjoyment by the end of Key Stage 1.
Implementation
Phonics is taught daily across Early Years and Key Stage 1 by trained RWI practitioners. All staff delivering the programme have received high-quality, ongoing professional development to ensure fidelity to the RWI approach.
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Grouping and Progression: Children are assessed regularly (at least every six weeks) and grouped according to their reading progress. This ensures precise teaching that matches pupils’ stage of development.
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Consistency of Teaching: Lessons follow the RWI sequence, moving from sound recognition and blending to reading decodable texts that match each child’s phonics knowledge.
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Intervention and Support: Pupils who fall behind receive targeted ‘keep-up’ sessions that are short, regular, and tailored to address specific gaps.
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Home Reading: Each child takes home a RWI decodable book matched to their current phonics level, alongside a ‘Book Bag Book’ for additional practice and a library book to foster enjoyment of reading.
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Transition to Key Stage 2: Once children complete the RWI programme, they move on to whole-class reading that develops deeper comprehension, fluency, and independence.
We maintain a well-resourced phonics environment, including clear sound displays, accessible decodable books, and consistent use of RWI terminology across all classrooms.
Leadership and Monitoring
The Phonics and Early Reading Leader provides clear strategic direction and ensures consistency and quality across all phonics teaching. Leadership is highly visible, focused on continuous improvement, and closely aligned to the school’s wider literacy strategy.
Monitoring processes include:
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Lesson visits and coaching: Regular observations, drop-ins, and coaching sessions ensure fidelity to the RWI approach and identify areas for staff development.
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Pupil progress reviews: Assessment data is analysed at least every half term to identify pupils who require additional support and to track cohort trends.
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Staff training and mentoring: The phonics leader delivers termly training updates and provides individual mentoring for new staff to sustain high-quality delivery.
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Resource management: Teaching materials, sound charts, and decodable books are reviewed and updated to maintain quality and consistency across year groups.
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Reporting and evaluation: Outcomes are shared with senior leaders and governors as part of the school’s curriculum evaluation cycle, ensuring accountability and strategic oversight.
The school invests in continuous professional development, including access to RWI Development Days and whole-school training updates. This ensures our phonics teaching remains current, effective, and fully aligned with best practice in early reading instruction.
Impact
Through rigorous assessment and careful monitoring, we ensure pupils are on track to become fluent readers by the end of Key Stage 1.
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Most children pass the Year 1 Phonics Screening Check; those who do not receive immediate additional support and are reassessed in Year 2.
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By the end of Key Stage 1, pupils read age-appropriate texts confidently, apply their phonics knowledge to writing, and show growing comprehension and vocabulary skills.
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Staff track progress systematically using RWI assessment tools, and outcomes are reviewed by subject leaders and senior leaders as part of ongoing curriculum evaluation.
Parents are encouraged to engage with phonics through workshops, online resources, and reading at home, reinforcing a shared commitment to every child’s reading success.
Further Information
For further information about our phonics curriculum, please contact our Phonics and Early Reading Lead, Mrs Entwistle, via our school email address info@st-marys-cadishead.salford.sch.uk
Please click the following link to access a range of support and resources. these include printables, videos and guides. Read Write Inc. Phonics: a guide for parents
Useful Read Write Inc. Documents
Read Write Inc. Reading at Home Parent Booklet
Read Write Inc. Progression Document
Read Write Inc. Handwriting Phrases
