Reading / Writing / Phonics

Key Stage 1


Children are taught to read from when they first enter White House Academy; they have an hour of Literacy 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. The Read, Write Inc programme is an integrated synthetic phonics programme that teaches decoding and blending of words. Progress is assessed every half term. During daily guided reading teaching sessions, children are taught to apply their phonic knowledge to books as well as learn the skills of inference and deduction.

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

In addition, we are very fortunate to have a fabulous library at White House Academy. Children are encouraged to borrow a book 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 Teaching

Phonics is a method used across many primary schools in the UK which teaches children to read quickly and skillfully.  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.


Once children have progressed through the phonics programme, they then concentrate on spelling. Children are taught using the, ‘Support for Spelling’ programme and learn different spelling rules and patterns. They are then encouraged to apply these rules in a range of spelling activities where they have to use the words they have been investigating in context. Children are taught a range of strategies and techniques for remembering spellings and spelling rules, which continues throughout Key Stage 2.

Key Stage 2

Pupils will develop their skills in reading, writing, grammar and spelling through a structured programme (scheme of work). The programme 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.  They will have opportunities for writing each day and produce an extended piece of writing at least once each week.  This extended piece of writing might relate to a book they are reading or be drawn from topics in their other subjects (such as History, Geography and Science).

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.
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