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Overall Intent

Research indicates that reading is the cornerstone of pupils’ access into the wider curriculum and the wider world. Pupils’ who read widely, acquire extensive vocabulary through the texts they read, that allows them to attain highly and aspire to more complex and fulfilling careers in later life. At Ackton Pastures we believe that for pupils to read widely and often they need to have a love of reading. When pupils find pleasure in reading, they will read more. Thus, we believe that it is our role to expose pupils to a wide variety of texts in order to inspire this love of reading whilst supporting them to develop the reading skills they need to access texts independently.

Early Years and Key Stage 1


Our aim in the Early Years and Key Stage 1 is to develop the phonic decoding skills of emergent readers so they become confident and independent in reading text and can begin to comprehend it with increasing depth. The aim is also for children to use these developing skills to access and understand a wide range of texts that support their learning across the curriculum. By the end of Key Stage One, children are well equipped with the phonics skills and comprehension skills necessary to engage with and enjoy an increasingly challenging range of books. During Early Years and Key Stage One, we immerse children in stories and language in order to promote reading for pleasure. Our use of the Read, Write, Inc programme is carefully planned to ensure that we meet the intent of our reading curriculum. Children who read regularly or are read to regularly have the opportunity to open the doors to so many different worlds! More importantly, reading will give your child the tools to become independent life-long learners.


Our provision has a number of strands:

  • A curriculum rich in texts and genres
  • Time for story and reading aloud to children
  • Whole class teaching of reading to unpick texts and apply reading skills
  • Guided reading to develop fluency and comprehension in a targeted way
  • Individual reading to ensure pupils practise their skills and no pupil falls behind
  • Home school reading to promote the profile of reading as a skill

Read, Write, Inc

We use Read Write Inc Phonics (RWI) to give your child the best possible start with their literacy. We have put together a guide to how the RWI programme works together with some useful links.

Mrs Whalley and Miss Vollands are our Read Write Inc lead teachers, so if you have questions about RWI, contact school who can refer you to them. Please take the time to read the information below as it will provide invaluable insight as to how you can help and support your child in reading.

What is Read Write Inc?

Read Write Inc (RWI) is a phonics complete literacy programme which helps all children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling.  The programme is designed for children aged 4-7. However, at Ackton Pastureswe begin the programme in Nursery and will continue teaching RWI to children beyond the age of 7 if they still need support in their reading.

RWI was developed by Ruth Miskin and more information on this can be found at

How will RWI be taught?

All children are assessed regularly by our RWI lead teachers so they work with children at the same level. This allows complete participation in lessons.


When appropriate, children will be introduced to the initial sounds in short five minutes sessions.


In Reception all children will learn how to ‘read’ the sounds in words and how those sounds can be written down.


The children:

  • learn 44 sounds and the corresponding letters/letter groups using simple picture prompts – see below
  • learn to read words using Fred talk and sound blending
  • read from a range of storybooks and non-fictions books matched to their phonic knowledge
  • work well with partners
  • develop comprehension skills in stories by answering 'Find It' and 'Prove It' discussion questions



The children:

  • learn to write and form the letters/letter groups which represent the 44 sounds with the help of fun phrases
  • learn to write words by using Fred Talk
  • learn to build sentences by practising sentences out loud before they write 



The children work in pairs so that they:

  • answer every question
  • practise every activity with their partner
  • take turns in talking and reading to each other
  • develop ambitious vocabulary


Year One & Year Two

Children follow the same format as Reception but will work on complex sounds and read books appropriate to their reading level. Daily sessions of RWI phonics last for one hour.  Once children become fluent speedy readers they will move on to literacy in Year One and Active English in Year Two.

Five key principles underpin the teaching in all Read Write Inc. sessions:  

Purpose – know the purpose of every activity and share it with the children, so they know the one thing they should be thinking about

Participation – ensure every child participates throughout the lesson. Partnership work is fundamental to learning

Praise – ensure children are praised for effort and learning, not ability

Pace – teach at an effective pace and devote every moment to teaching and learning

Passion – be passionate about teaching so children can be engaged emotionally.

Children will be taught how to read as follows:

Before you start to teach your child, practise saying the sounds below.These are the sounds we use to speak in English.

Fred Talk

We use pure sounds (‘m’ not’ muh’,’s’ not ‘suh’, etc.) so that your child will be able to blend the sounds into words more easily.

At school we use a puppet called Fred who is an expert on sounding out words! we call it, ‘Fred Talk’. E.g. m-o-p, c-a-t, m-a-n, sh-o-p, b-l-a-ck.

The following video is an example of blending sounds with Fred.

The children are taught the sounds in 3 sets.

Step 1:

Set 1 Sounds are taught in the following order together with rhymes to help children form the letters correctly and instantly recognise sounds ready for blending. 

Set 1




Down Maisie then over the two mountains. Maisie, mountain, mountain.


Round the apple, down the leaf.


Slide around the snake


Round the dinosaur's back, up his neck and down to his feet.


Down the tower, across the tower,


Down the insects body, dot for the head.


Down Nobby and over the net.


Down the plait, up and over the pirates face.


Round the girls face, down her hair and give her a curl


All around the orange


Curl around the caterpillar


Down the kangaroos body, tail and leg


Down and under the umbrella, up to the top and down to the puddle


Down the laces, over the toe and touch the heel


Down the stem and draw the leaves


Slice into the egg, go over the top, then under the egg


Down the long leg


Down the horse's head to the hooves and over his back


Slither down the snake, then down the horse's head to the hooves and over his back


Down the robot's back, then up and curl


Down his body, curl and dot


Down a wing, up a wing


Down a horn, up a horn and under the yak's head.


Down, up, down, up the worm.


Down the tower, across the tower, then down the horse’s head to the hooves and over his back


Zig-zag-zig, down the zip.


Curl around the caterpillar, , then down the horse's head to the hooves and over his back


Round the queen’s head, up to her crown, down her hair and curl


Cross down the arm and leg and cross the other way


A thing on a string


I think I stink

Please do not use letter names at this early stage.

Click here to hear how to pronounce sounds correctly.


Children will also use pictures for each sound to help recognise the sound and then form the shape of the sound.


Step 2:

The children are then taught Set 2 Sounds - the long vowels. When they are very confident with all of set 1 and 2 they are taught Set 3 Sounds. 

Long  vowel sound

Set 2 Speed Sound cards

Teach these first

Set 3 Speed Sound cards


ay: may I play

a-e: make a cake

ai: snail in the rain


ee: what can you see

ea: cup of tea

e: he me we she be


igh: fly high

i-e: nice smile


ow: blow the snow

o-e: phone home

ao: goat in a boat


oo: poo at the zoo

u-e: huge brute

ew: chew the stew


oo: look at a book




ar: start the car




or: shut the door

aw: yawn at dawn



air: that’s not fair

are: share and care



ir: whirl and twirl

ur: nurse for a purse

er: a better letter


ou: shout it out

ow: brown cow



oy: toy for a boy

oi: spoil the boy




ire: fire fire!




ear: hear with your ear




ure: sure it’s pure?


 Nonsense words (Alien words)          

As well as learning to read and blend real words children will have plenty of opportunities to apply their sound recognition skills on reading ‘Nonsense words’. These words will also feature heavily in the Year One Phonics Screening check in the summer term. Click here for further information on the Screening check.

Step 3:

Children will be introduced to ‘Ditty books’ when they successfully begin to read single words. The short vowels should be kept short and sharp:

Children use sound-blending (Fred Talk) to read short ditties. They will bring these home once they have read and discussed the book in class. Children will then be challenged to use their developing phonic knowledge to write short sentences.

Within all the books children will have red and green words to learn to help them to become speedy readers. Red words are words that are not easily decodable and challenge words to extend children’s vocabulary. Green words are linked to the sounds they have been learning and are easily decodable.


Dots and dashes represent the sound each letter makes.

Once your child has been introduced and taught these words in school we will send them home for you to continue practising with your child.

During the RWI session children will read the book three times and at each new reading they will have plenty of opportunities to practise using their developing comprehension skills. You may have heard your child talking about ‘hold, edit or build a sentence’.

Hold a sentence is an activity that encourages children to remember a whole sentence while focusing on spelling and punctuation.

Build a sentence is to give children the opportunity to create their own sentence to that shows the meaning of a word and edit a sentence allows the children to critique a sentence using their knowledge of spelling punctuation and grammar. Children complete a longer piece of independent writing, which gives them the opportunity to show off their creativity and to practice their spelling, grammar and punctuation.

Spelling Quiz


 A spelling quiz will be held each week (This will only start in Reception when children are ready to write and form their letters).  Children will use first use ‘Fred fingers’ to first sound out a word before they write it down.  Children learn how to spell rather than just get tested. Furthermore, this way of teaching spellings allows children to use Fred fingers whenever they get stuck with spelling a word. Children pinch each sound on fingers before writing the word.

Order of Story books: Children will hopefully follow the order listed below. The expectation is that all children will leave Year One as confident speedy readers, ready to take on the challenges of Year Two. However, some children may need extra support and your teacher will talk to you about this. 


Year Group Expectations

Green Words in Books

Red Ditty 1-10


Click here to help your child

Green 1-10


Click here to help your child

Purple 1-10


Click here to help your child

Pink 1-10

Reception/Year One

Click here to help your child

Orange 1-12

Year One

Click here to help your child

Yellow 1-10

Year One

Click here to help your child

Blue 1-10

Year One

Click here to help your child

Grey 1-13

Year One

Click here to help your child

To help at home:

Your child will start to bring books home when they are confident readers. Please help them to read and give lots of praise!

If you have any other questions about RWI, please see your class teacher or see Mrs Khanna.

Phonics Screening Check Year One

What is the Year 1 phonics screening check?

The Year 1 phonics screening check is a short, light-touch assessment to confirm whether individual pupils have learnt phonic decoding to an appropriate standard.

It will identify the children who need extra help so they are given support by their school to improve their reading skills. They will then be able to retake the check so that schools can track pupils until they are able to decode.

Further information can be found here.

Books are organised into ‘Book Bands’ to track progress in reading. Children take part in guided reading sessions which are carefully planned to ensure progress using the book band that is 90% readable for them, ensuring they are being challenged. Guided reading sessions are where a small group of children working at a similar level work with the teacher and receive specific teaching input to improve their reading skills. Assessment is ongoing and a high value is placed on quality verbal feedback. The skills for decoding and comprehension are regularly shared with the children verbally and visually throughout lessons. Books match closely their phonic development

Children read from the book band texts through their individual and home school reading. These books are normally one band below that taught through guided reading and are 95% readable. These books are used to practise reading and develop confidence and are closely matched to their phonic understanding. Children select two texts at a time as their home reading books to encourage reading for pleasure.

Reading is implemented in Key Stage 1 around a 2 year rolling programme of class texts. This book-led curriculum is implemented to each class and supported by other supplementary texts which link with it. This programme ensures that all children access a wide range of fiction, non-fiction and poetry texts. Although reading is taught in daily sessions, children are encouraged to develop a love of reading: through linked texts, reading is an integral part of our wider curriculum that includes subject specific texts.

In order that families understand how we teach reading, there are regular parent workshops whilst children are in Early Years and across the school. Parents / carers also have opportunity to observe taught sessions involving their own child to better understand what they are learning in school.


Reading is formatively assessed on a regular basis in guided sessions alongside summative assessments each term to ensure children’s decoding and comprehension skills are on track. Leaders work collaboratively with staff to ensure that provision meets the needs of all readers.

Key Stage 2


The aim of reading in KS2 is to develop confident readers who are able to tackle more complex texts and ensure that they understand what they have read. KS2 teachers continue to develop comprehension skills using more complex vocabulary and encourage children to clarify unknown words in order to develop a strong and rich lexicon. As well as being taught discretely in guided reading sessions, and as part of every writing phase, reading is a fundamental vehicle for learning across the curriculum and rich texts are used to support all learning.


Reading is implemented in Key Stage 2 through a book-led curriculum iwhich s implemented in each class and supported by other supplementary texts which may link with it. This programme ensures that all children access a wide range of fiction, non-fiction and poetry texts. Although reading is taught in daily sessions, children are encouraged to develop a love of reading: through linked texts, reading is an integral part of our wider curriculum.

Our provision includes providing a wide range of access to age appropriate texts in many differing styles (a range of quality class novels which reflects a range of social, moral, spiritual and cultural issues for pupils to consider). We also develop study skills though non- fiction texts linked to our cross-curricular topics.

Children are inspired to develop a love of reading and understanding of a variety of texts including poetry. Children are encouraged to read for pleasure at home and in school and have access to a wide range of texts in classrooms and in the school library.


Leaders ensure that the National Curriculum objectives are taught effectively so that children can demonstrate a deeper understanding of the author’s messages and are confident to discuss their ideas with others and respond in written form to demonstrate their understanding. Pupil performance is tracked though running records, success criteria, termly summative assessments and lesson observations. By the end of KS2, children will have developed pace, fluency and comprehension skills and will be aware of and have accessed a wide range of books. Leaders work collaboratively with staff to ensure that provision meets the needs of all readers.

A list of links

Below are links to some of our favourite websites and online activities to help with maths at home. Children, if you are choosing to use some of these at home please make sure an adult is there to supervise you and help you to stay safe on the internet. Remember, never use personal details for passwords, don't share information about yourself on the internet, and speak to a trusted adult if you feel unsafe or worried about something you have seen / someone you have contacted on the internet.

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