Aims and Intent

At Rosehill, reading is at the heart of our curriculum. It is our intention that every child will be a reader. From the start of their journey with us children are supported to develop a love of reading. They are exposed to high quality texts and through a consistent approach to the teaching of phonics, they are provided with the skills they need to decode confidently. To teach early reading we use the Ruth Miskin RWI scheme. Reading books are closely matched to the sounds being taught. These 'decodable' books are read to adults in school and are also sent home for children to practise until fluent. 

Statement of Intent

At Rosehill, we believe that reading is the driver for all aspects of learning. It develops a broader vocabulary, increases general knowledge and gives a better understanding of other cultures. We believe that all of our children can become fluent readers and writers. This is why we assess children as readers upon entry into Year 3 and teach using Read, Write, Inc Phonics, which is the UK's leading synthetic phonics programme. We use effective grouping to ensure that every child learns at their level.

Statement of Implementation

At Rosehill Junior School, we strive to develop the full potential of all our pupils so they become confident, literate readers. If children are to develop as competent, fluent readers it is essential that they have a secure understanding of phonics.  At Rosehill, we follow Read, Write, Inc as our synthetic phonics programme. Read, Write, Inc. Phonics is a whole-school approach to teaching phonics that creates fluent readers, confident speakers and willing writers. It is an inclusive literacy programme for all children who are learning to read, regardless of age. 

We teach RWI Phonics to children from Years 3 - 6 in groups based on their phonic knowledge. Children learn the 44 common sounds in the English language and how to blend them to read and spell. The scheme heavily focuses on the development of early reading. Reading is the key that unlocks the whole curriculum so the ability to efficiently decode is essential. The R.W.I sessions occur each day with no exceptions, as we firmly believe that the continuity and pace of the programme is key to accelerating the progress of children’s reading development.

Because children are arranged into ability groupings, we have two different sessions running alongside each other. We have a 90 minute RWI session for children assessed at yellow level or below and a 30 minute RWI session for children assessed at blue or grey level. For more detail on the activities carried out within the groups, please see the Early Reading and Phonics Policy.

The decodable reading books (RWI book-bag books) are taken home to ensure that children are learning to read with automaticity as well as practising their sounds and blending. Children are also encouraged to choose a 'reading for pleasure' book from our Early Reading Library. The books in this library were recommended by the Specialist Inclusion Team as 'high-low' books. They are books that are high interest but have a low reading age. This allows older children to access books at their level that are aimed at their age group. 

Children on the RWI program also read their decodable books with adults in school, this includes teachers, TAs and parent volunteers. In addition, we place a great deal of importance on story time. This takes place each day and we choose a variety of books desgined to foster curiosity and interest.