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Reading and Writing

Reading Intent

Reading is at the heart of our curriculum, a crucial part of our daily experience and is essential for developing educational and social progress. It is our vision to ensure every child achieves their full potential to become confident, enthusiastic readers and diverse, understanding members of society. As inspiring role models of literature, it is our intention to nurture a love of reading, to immerse children in high quality texts, and to develop a thirst for discovery. We strive to cultivate a community with strong abilities in both the spoken and written word, therefore the acquisition of language and vocabulary is of the utmost importance and underpins our regular meaningful discussions and explicit teaching of reading skills.

Phonics Intent

We are passionate about ensuring all children become confident readers and writers by learning key phonetic knowledge and applying these to the segmenting and blending of words. Through small incremental steps we build phonetic knowledge systematically using validated synthetic phonics programmes. All children in Reception and Year 1 have daily, dedicated phonics lessons which are delivered through a consistent, effective teaching structure. It is our aim to continue phonics support for those after Year 1 who still require this specific teaching. All resources used to support the phonics learning journey are decodable and closely matched to the children’s needs, differentiated where required.


At Shipston-on-Stour Primary School we use Read Write Inc. to teach Phonics, Reading and Writing in Reception and Key Stage 1.


How do we teach your children to read and write?

Every child deserves success right from the start. We know that the sooner children learn to read, the greater their success at school. This is why we put reading at the heart of what we do.


We use a teaching programme called Read Write Inc. Phonics to teach our children to read and write. We make sure every child can read the last set of phonic stories before they progress to our higher level programmes - Literacy and Language, and Spelling. Some children complete the programme in Year 1 and others in Year 2. Year 3 and 4 children who need extra support follow this programme too.


During this time, we group children by their reading progress for one hour a day (20 to 45 minutes in Reception) and re-assess children every half-term so we can place them in the group where they’ll make the most progress. We provide extra daily one-to-one sessions for children who need a bit of a boost to keep up.


How do we get children to remember what we teach them?

It’s much easier teaching one child – we can get them to repeat what they have understood in their own words, step by step. Then, if they haven’t understood, we can try different words and explanations.  So, in order to replicate this back and forth dialogue with a group or class, we use partner work. Children answer every question with a partner, the teacher checks what they know and only moves on when they understand. It means that all children stay focused throughout the lesson. Partner talk is fundamental to the success of our school.  We use, ‘Turn to your partner’ in every lesson throughout the day.



How do we make phonics easy for children to learn?

Read Write Inc. Phonics depends upon children learning to read and write sounds effortlessly, so we make it simple and fun.


The phonic knowledge is split into two parts:

First we teach them one way to read and write the 40+ sounds in English. We use pictures to help, for example we make ‘a’ into the shape of an apple, ‘f’ into the shape of a flower. These pictures help all children, especially slower-starters, to read the sounds easily.  Children learn to read words by sound-blending using a frog called Fred. Fred says the sounds and children help him blend the sounds to read each word.


Then we teach children the different spellings of the same sounds, for example, they learn that the sound ‘ay’ is written ay, a-e and ai; the sound ‘ee’ is written ee, e and ea. We use phrases to help them remember each sound for example, ay, may I play, a-e  – make a cake?


How do we ensure children can read every book?

The first thing we do is to give children books we know they can read – without any guessing. (We read lots of other stories to them, but do not expect them to read these yet.) Before they read the story, they sound out the names of characters and new words, practise reading any of the ‘tricky red’ words, and tell them a thought-provoking introduction to get them excited about the story.


Then, over three days, children read the story three times: first to focus on reading the words carefully; the second to help them read the story fluently; and on the third, we talk about the story together for example, how characters might be feeling and why. By the time your child reads the story to you at home, they will be able to read it confidently with expression.



Book Talk

Each child receives quality reading lessons each week to develop specific reading skills, including fluency and confidence when reading aloud. This is delivered through our Book Talk Jane Considine's Reading Rainbow.



How do we teach children to spell confidently?

We use just two simple activities: Fred Fingers to spell regular words and Red Rhythms for tricky words.



We teach children to spell using ‘Fred Fingers’: we say a word and then children pinch the sounds onto their fingers and write the word, sound by sound.



We teach tricky words with Red Rhythms. We say the tricky letters in a puzzled or annoyed voice and build the letter names up into a rhythm, for example, s-ai-d.

Children learn to spell new words and review past words every week, they practise spelling them with a partner and – when they’re ready – we give them a test to celebrate their spelling success.


How do we make writing simple for children to learn?

We teach handwriting, spelling and composition separately, gradually bringing each skill together step-by-step.


We teach children to form letters with the correct pencil grip and in the correct sitting position from the very beginning. They practise handwriting every day so they learn to write quickly and easily.


Once children can write simple words, we teach them to ‘hold’ a sentence in their heads and then write it with correct spelling and punctuation.


Very soon children are able to write down their own ideas. We try out different sentences together, drawing on new vocabulary and phrases from the storybook they’ve just read.  They practise saying their sentences out loud first so they don’t forget their ideas while they’re writing.  They also learn to proofread their own writing using ready-made sentences containing common grammar, punctuation and spelling errors.


How can you help at home?

First of all, come to our meetings. We hold these to give parents and carers practical advice about how you can help. 


We appreciate you’re busy but here are two things that will make the biggest difference to your child’s progress.


Every night:
1. Read a bedtime story to your child.
Your child will bring home lovely library books from school. Read bedtime stories to your child – don’t ask them to read the story themselves as this is beyond their current reading stage. There is some really good advice about how to make bedtime storytime fun on

2. Listen to your child read the storybook we send home.
Your child will bring home a book they have just finished reading in their group. They will be able to read this book confidently because they have already read it two or three times. Please do not say “This book is too easy!” Praise your child for how well they read it – celebrate what a great reader they are.  They’ll sometimes bring home previous stories they have read too. Re-reading stories develops their fluency on every reading. There’s more good advice on how to listen to your child read on

Writing Intent

To enable all children to find their voice by equipping them with the knowledge and skills needed to express themselves clearly and accurately through spoken and written language. We expose our learners to a variety of stimuli and experiences so that they can build confidence and showcase their imaginations and abilities through a range of writing styles. Children always start writing through the exploration of high-quality texts. This is underpinned by explicit vocabulary teaching, grammar, punctuation and sentence level work. From initial mark-making to precise text shaping, our children become authors by writing with both audience and purpose in mind. 


The Writing Process

It is expected that children will be given as many opportunities as possible to use and apply their writing skills across all text types and across the whole curriculum. Teachers plan for this accordingly using The Stour Federation Partnership's Writing Process.



Vocabulary underpins our curriculum and it is at the heart of every subject we teach. Although we recognise that reading is invaluable for learning new language, we cannot assume that the more words you read, the more words you know. In The Stour Federation Partnership, we teach vocabulary explicitly and then revisit and revise words learned. This way, the children know the words in depth - meaning that they can use them in a variety of contexts, in writing, speaking and reading. 


Every year, we subscribe to No More Marking, an online Comparative Judgement system, which allows our staff to collaborate with thousands of other schools in judging writing from years 1-6. By uploading and assessing our children's writing in six national judging windows, we are able to get whole-school and nationally benchmarked data, allowing us to save time, support progression and intervention planning and tailor feedback. With all our teachers and teaching assistants knowing what good quality writing looks like across the school, we have high expectations and a shared understanding of next steps. 

Reading Volunteers