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R / W / P

Reading / Writing / Phonics



Children are taught to read from when they first enter White House Academy; they have an hour of English teaching every day. In the Early Years Foundation Stage and Key Stage 1 children follow the ‘Read, Write Inc. (RWI)’  phonic programme and are set for phonics.

This phonics programme is an integrated synthetic phonics programme that teaches decoding and blending of words. Progress is assessed every half term. During reading teaching sessions, children are taught to apply their phonic knowledge to books as well as learn fluency, expression and comprehension skills. Children in Year 3 and Year 4 continue to learn phonics as part of a whole class session.

Learning to read is the combination of phonic knowledge, word recognition and understanding of sentence structure. These are all strategies taught in reading sessions.

Children are encouraged to borrow a book from the library and to take it home to share with their parents/carers. We promote the use of a reading record for parents/carers to communicate with class teachers about the reading their child does at home.


Phonics is a method used across many primary schools in the UK which teaches children to read quickly and skilfully.  It teaches children the 44 sounds used in the English language. Children are taught to recognise the sounds that each individual letter makes and identify the sounds that different combinations of letters make and then blend the sounds together from left to right to make a word.

White House Academy follows the ‘Read, Write, Inc’ programme of teaching phonics. This programme sets out a detailed and systematic approach to the teaching of phonic skills for children, starting in the early year’s foundation stage, with the aim of becoming fluent readers by the age of seven.



At White House Academy, we teach writing through a ‘Talk for Writing’ approach.  This approach places a high regard on the oral rehearsal of language.  Children are taught to recite stories, poems and non-fiction texts by heart, giving them a strong base on which to write their own texts.  Teachers model the process of both reading and writing to enable the children to understand how it feels to be a reader and writer.  Writing progress is assessed through writing assessments at the start and end of a unit of work.


Year 5 & Year 6

Pupils will develop their skills in reading, writing, grammar and spelling through the planned English lessons and GPS sessions in the afternoon. The lessons will provide opportunities for pupils to develop their word reading as well as comprehension and higher order skills such as inference and bias.  They will have opportunities to discuss the structure of texts and identify the actions and motives of characters within their reading.  In writing, pupils will be taught the transcription skills (handwriting, spelling, punctuation and grammar) and composition skills.


This scheme of work will enable our pupils to:

  • read easily and fluently a range of texts (fiction, non-fiction and poetry) and with good understanding;
  • develop the habit of reading widely and often, for both pleasure and information;
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language;
  • appreciate a rich and varied literary heritage that will help them develop their own appreciation and style;
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences;
  • be able to plan their writing through discussion and use of planning tools;
  • use discussion in pairs, groups and whole class in order to learn; they should be able to elaborate and explain clearly their understanding and ideas;
  • be competent in the arts of speaking and listening, making formal presentations, demonstrating to others, participating in debate and undertaking roles in drama.