Read Write Inc. is the Phonics and Literacy programme that we use across the school to maximise reading and writing results.

Read Write Inc. programmes combine into a complete literacy programme which we run from the moment new pupils arrive in our Nursery, until they leave us at the end of Year 6 at the age eleven.  These programmes are designed to stimulate and challenge children’s thinking and create enthusiastic, life-long readers and writers in them all.

We recognise that children who read a lot are successful at school. Reading enriches their vocabulary, their grammar, their writing and their spelling. The more quickly they learn to read, the more they want to read and the more they understand; the less they struggle with spelling, the more capacity they have for writing what they want to say.

Importantly, if they read and write fluently, they can draw ideas together – a key skill for effective learning at any age. Teaching children to read – and keeping them reading – are the two things that will make the biggest difference to their future.

The five key principles of all the Read Write Inc. programme are: Participation, Praise, Pace, Purpose and Passion

Broken down this means that children:

  • actively participate in each lesson through partner work
  • that praise is paramount for success
  • the pace of the lessons move the children on as quickly as possible
  • each activity within a lesson has a very clear purpose
  • the teachers at Red Oak are passionate about teaching reading and writing


What to expect in RWI Phonics

Throughout the week the children participate in variety of enriching activities. Each day they practice their speed sounds, and read green and red words, as well as speed words, they read the story book associated with their writing activity and have to answer questions about the story. There are regular vocabulary checks through the week to ensure that the children understand the new and rich vocabulary they are expected to use. They also practise reading with fluency and expression. During the writing part of RWI Phonics children regularly carry out a spelling check, edit work for spelling and punctuation, hold sentences (dictation), and build sentences. Towards the end of the week children write a composition based on picture prompts. Every Friday the children do an extended piece of writing based on the skills they have focused on that week.

Pathways to Writing

At Willow Tree Primary School we plan learning using our English curriculum texts as a driver. We follow The Literacy Company’s ‘Pathways to Write’ from EYFS to Year 6.

We use Pathways to Write to drive our reading and writing curriculum. This supports RWI and Bug Club which we use to deliver our reading curriculum. 

Children learn about the purpose, structure and language features of a variety of writing genres.  The teaching of writing and use of compositional skills are grounded in a rich experience of reading and reflecting on quality written texts. The texts are often used as models for writing. When appropriate, cross-curricular links are made.

Children are given regular opportunities for telling, retelling and refining texts as a preparation for writing. We encourage the process of planning, saying, writing, checking and editing writing.

Planned teaching sequences include shared, guided and independent writing. We prepare children for the transition from shared to independent writing by use of teacher demonstrations-‘modelling’ writing, teacher scribing and supported composition.

Extended writing opportunities are regularly planned for across the curriculum. This encourages the children to be creative and flexible with their writing skills, applying what has previously been taught; e.g. writing a narrative set in Ancient Egypt or writing an explanation of how a volcano erupts.

Pathways to Write: A Whole School Approach

Pathway’s ensures coverage and progression through the National Curriculum:

  • Mastery of vocabulary, grammar and punctuation skills
  • Writing a range of genres across a year
  • Vocabulary development
  • Using a wider range of reading comprehension strategies as a whole class
  • Spoken language activities including drama and presentations
  • Opportunities for practising previously taught genres
  • An extended, independent piece of writing

Our Writing Sequence

The Gateway:

  • The Gateway is begins with a ‘hook’ session to intrigue and enthuse young writers
  • Pupils are given the opportunity to predict
  • The purpose and audience of the text is established
  • Revisit previous mastery skills and ongoing skills through an assessed piece of writing

The Pathway:

  • New writing skills are introduced from the year group’s curriculum, these are called mastery keys and these are displayed in the classroom.
  • Writing opportunities are provided to practise and apply the skills taught. This is through short and extended writing tasks, including character descriptions, poetry, dialogue between characters, fact files or diary entries in role.
  • Opportunities are provided to re-cap and apply previously taught skills.
  • There are opportunities to challenge greater depth writers through a wider range of tasks e.g. changes to form, viewpoint and audience.

The Writeaway:

  • Pupils section and sequence texts, this can be independently or collaboratively.
  • They create extended pieces of writing.
  • Opportunity is given to apply mastery skills.
  • Time is given for planning, writing, checking, editing, redrafting and publishing.
  • A fiction or non-fiction outcome will be written (covering a wide range of genres and themes over the year).