Reading and Phonics

Reading Support and Development

We are committed to supporting every child to become a confident and capable reader.

On entry to the school, students with a reading age below 8 years will be assessed to see whether they would benefit from Read Write Inc. Fresh Start Phonics. This assessment helps us identify the most appropriate support for each child.

Students who are placed on the Fresh Start programme will work in a small phonics group with a trained Teaching Assistant. These sessions focus on developing phonics skills and take place during morning reading time. Support is carefully matched to each student’s stage of learning to help them make steady progress.

During morning reading time, teachers model good reading practice by reading aloud to the class or by supporting independent reading. At least once a week, teachers plan a spoken comprehension activity linked to the class text to help students develop understanding, vocabulary and confidence when discussing what they have read. Teachers read the book in advance and introduce any new or challenging vocabulary so that all students can fully access the text.

For students whose reading age is above 8 years but below their chronological age, the class Teaching Assistant will read with them at least once a week. This takes place in a quiet space away from distractions and allows students to read aloud, build fluency and receive individual feedback.

During reading time, students will either:

  • Read along with the class text, or

  • Read independently using a book matched to their ability

Students who read independently use Accelerated Reader quizzes to check their understanding of what they have read and to help staff monitor progress.

Every student is provided with:

  • A laminated reading bookmark, and

  • A reading log to support regular reading at school and at home

We encourage families to use the reading log to celebrate reading successes and to support regular reading outside of school.

Read Write Inc. Fresh Start Phonics

The school has a clear and structured approach to supporting pupils who require additional help with reading. We use Read Write Inc. Fresh Start, a Ruth Miskin phonics programme, to ensure that pupils who have fallen behind in reading receive targeted, evidence‑based intervention.

Fresh Start builds on the well‑established Read Write Inc. Phonics programme and is specifically designed for pupils aged 9 to 13+ who have not yet secured early reading skills. The programme uses a systematic and cumulative phonics approach, enabling pupils to rapidly develop decoding, fluency and confidence. This ensures pupils are better able to access the wider curriculum.

Identification and Assessment

On transition into the school, all pupils complete a range of baseline assessments. Where a pupil’s reading age is below 8 years, a phonics screening is carried out by Miss Chadwick. This enables staff to identify gaps in phonics knowledge and ensures that pupils are placed on an appropriate intervention pathway from the outset.

Assessment outcomes are used effectively to inform provision. Pupils are allocated to a phonics group matched to their current level of need, ensuring that teaching is precisely targeted and responsive.

Pupils follow the Fresh Start programme during morning reading time, working in small groups with trained Teaching Assistants. Staff deliver the programme consistently and with fidelity, using clearly defined stages that allow pupils to build knowledge incrementally.

Phonics groups follow a structured progression, including:

  • Speed Sounds Sets 1 and 2

  • Speed Sounds Sets 3 and 4

  • Introductory Module

  • Modules 1 to 3

  • Modules 4 to 13

  • Modules 11 to 15

  • Modules 16 to 25

  • Modules 26 to 33

  • Completion of Fresh Start

Teaching Assistants are informed of pupils’ starting points and adapt support accordingly. Pupils are supported to revisit learning where necessary and to move through the programme as their skills develop.

The Fresh Start programme enables pupils to make accelerated progress in reading. By securing phonics knowledge and improving fluency, pupils develop the confidence needed to engage more successfully with age‑appropriate texts. This targeted intervention supports pupils to close gaps in reading and ensures they are better prepared to succeed across the curriculum.

The school’s approach reflects a strong commitment to early identification, appropriate intervention and high expectations for all learners.

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