We use Read Write Inc to teach our children the foundations of reading and writing. Ruth Miskin, the creator of Read Write Inc, believes that reading is the key to success in all areas. Read Write Inc is developed to ensure all children succeed in their reading and develop a passion, enjoyment and a lifelong love of books!

In Read Write Inc we:

  • assess children every half term on their sound knowledge and blending skills;
  • group children according to the sounds they already know building on new learning each day;
  • teach lessons that are fun and full of energy and praise;
  • partner children so they can teach each other and enjoy each other’s success;
  • give children an opportunity to enjoy reading for pleasure.

Once children have mastered the fundamental skills for reading, writing and spelling through Read, Write Inc they move on to an English curriculum based around a core reading spine using high quality texts that will develop their comprehension and vocabulary and provide a variety of opportunities for writing.


It is essential that by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.

Teaching reading

This consists of two dimensions:

  • word reading (decoding), and
  • comprehension (both listening and reading).

At Wainwright we develop children’s skills in word reading through decoding, by teaching daily phonics sessions from foundation through to year 2 using letters and sounds.

Children are taught the skills of reading and reading comprehension specifically through reading sessions – this may be taught as a whole class or during a guided reading sessions. In guided reading, the children are grouped according to their reading ability. However, it is important that children have the opportunity to listen to and have access to texts that are age appropriate regardless of their reading ability. This is to ensure their comprehension skills are developed whilst their decoding skills are being improved. When not reading with an adult, then the children are given a purposeful activity to complete independently which allows them to practice or apply their learning taught during guided sessions.

Home reading

Children in foundation and key stage 1 take home a regular reading book. These reading books may either be a book form a scheme (Oxford Reading Tree) or a “real” book with a mixture of fiction and non-fiction. This is to ensure that the children have access to a wide range of titles and genres. These books are levelled, according to the National Book Banding system and class teachers are responsible to ensure that the levels correctly match the child’s ability. We aim to swap these books at least twice per week. This reflects the philosophy and research by “Switch On” which states that children benefit more by reading a familiar book than a new one. Parents have a home/school reading book, in which they make comments about their children’s reading. This book is also used as part of a reward system to motivate children to read at home.

Children in key stage 2 choose books from a class set guided by the teacher.

Other reading at the academy

At the academy, we strive to provide the children with a print rich environment, with for example topic vocabulary on display, key word displays and interactive displays. Children are expected to read during most lessons, including foundation subjects and as part of structured play sessions – role play areas are purposefully set up to encourage this. To develop a culture of reading, each classroom has a book corner, as well as a well-stocked dedicated library. We also aim to visit our local library at least once a term.

We hold very successful book fairs and celebrate World Book Day as an annual event.


For the children that are vulnerable to not making progress we also use the following interventions:

  • Switch on,
  • Fisher Family Trust,
  • reading recovery,
  • phonics interventions,
  • rapid reading (key stage 2),
  • precision teaching.