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Oldmixon Primary School

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Our approach to teaching and learning is firmly based in the latest innovations and pedagogy. We work with our schools in our Multi Academy Trust, Extend Learning Academies Network,  to ensure we have a world-class curriculum.

Phonics Rationale

Read, write, Inc Phonics (R.W.I.) is an inclusive literacy programme for all children learning to read and write. It is aimed at children learning to read in Early Years Foundation Stage (EYFS) and Year 1 and teaches synthetic phonics. Children learn the 44 common sounds in the English language and how to blend them to read and spell. The scheme includes both a reading and a writing element.


Reading is the key that unlocks the whole curriculum, the ability to efficiently decode is essential. The R.W.I session occurs each day with no exceptions, the continuity and pace of the programme is key to accelerating the progress of children’s reading development.


Aim to teach children to:

 Apply the skill of blending phonemes in order to read words.

 Segment words into their constituent phonemes in order to spell words.

 Learn that blending and segmenting words are reversible processes.

 Read high frequency words that do not conform to regular phonic patterns.

 Read texts and words that are within their phonic capabilities as early as possible.

 Decode texts effortlessly so all their resources can be used to comprehend what they read.

 Spell effortlessly so that all their resources can be directed towards composing their writing.


Teaching and Learning Style:

This is based on the 5 P’s. Praise – Children learn quickly in a positive climate.

Pace – Good pace is essential to the lesson.

Purpose – Every part of the lesson has a specific purpose.

Passion – This is a very prescriptive program. It is the energy, enthusiasm and passion that teachers put into the lesson that brings the teaching and learning to life!

Participation – A strong feature of R.W.I lessons is partner work and the partners ‘teaching’ each other (based on research which states that we learn 70% of what we talk about with our partner and 90% of what we teach).



Children work within ability groups which defined by their performance in the R.W.I phonic tests. Children are re-tested each half term and the groups are recognised accordingly. Teacher generated planning is minimized as the planning is integrated into the teacher’s handbooks and follows set routines. Teaching Assistants will be responsible for planning for their R.W.I groups, with support of the phonics lead.


Delivery of Phonics:

 Initial sounds are to be taught in a specific order.

 Sounds taught should be ‘pure’ i.e. ‘b’, not ‘buh’ as this is central to phonic teaching and ability to recognise sounds in words.

 Children are to be taught that the number of grapheme in a word always corresponds to the number of phonemes. This greatly aids spelling.

 Set 2 sounds are to be taught after Set 1 (initial sounds).

 Letter names are to be introduced with Set 3.


R.W.I across the school:

Foundation Stage: R.W.I is fully implemented in Reception but the class will not be split into groups until the initial sounds have been taught. In our preschool, initial sounds are introduced in Term 5 and 6. Once the sounds have been taught assessments will take place to determine groupings. The sessions will occur daily for 30 minutes. Within this time a 10 minute speed sound session will occur, with follow up handwriting session, after which children will continue to access continuous provision, in line with EYFS curriculum.


Key Stage One:

R.W.I groups will be set across Year 1 and Year 2 following assessments carried out by Phonics Lead, classroom teachers and TA’s. The sessions will occur for 30 minutes. These sessions will include a 15 minute Speed Sounds session followed by a Reading session. Once children are secure, they will move onto Year 2 support for spelling.


Key Stage Two:

R.W.I groups will take the form of an intervention for these children with the greatest need in Year 3-6. These programs support reading, spelling and comprehension skills.


SEN children are fully involved in R.W.I lessons as children work in ability groups and teach are geared to the speed of progress in each group. Additional 1:1 or small group tuition will be identified and these children may access:

• TOE by TOE

• SNIP literacy program


Monitoring and Review

The Phonics lead:

 Ensures all children are assessment and work with class teacher to designate children to groups.

 Assigns TA’s to groups

 ‘Drops in’ on our R.W.I groups to give advice and to informally check that pupils are in correct groups.

 Where necessary model lessons and provides training and support where needed.