English
Reading
Intent
At St Matthew’s, reading is at the heart of our curriculum. We believe that the ability to read fluently, accurately and with understanding is key to unlocking learning across all subjects and enriching every child’s life.
Our reading curriculum is designed to:
- Ensure all pupils become fluent, confident readers
- Secure strong decoding through high-quality, systematic phonics teaching
- Develop pupils’ comprehension, vocabulary and critical thinking
- Expose pupils to a wide range of high-quality, diverse texts
- Ensure all pupils, including those at risk of falling behind, receive timely and effective support
- Foster a lifelong love of reading
Implementation
Reading is taught through a structured, consistent and progessive approach from Early Years through to Year 6.
Early Reading (Phonics)
- Early reading is taught through the Read Write Inc programme, delivered daily with consistency and fidelity
- Teaching is systematic, fast-paced and highly structured to secure early decoding
- Pupils are grouped by stage and regularly assessed to ensure rapid progress
- Books are closely matched to pupils’ secure phonics knowledge
- Additional support is provided promptly for pupils who need to keep up
Fluency and Comprehension (KS1–KS2)
- As pupils progress, teaching focuses on developing fluency, prosody and understanding
- Pupils move from phonics-based reading to a structured guided reading approach
- Comprehension is taught explicitly through the Re-think Reading approach, developing key reading domains including retrieval, inference, prediction, summarising and vocabulary
Teaching and Learning
- Reading is taught through a combination of whole-class teaching and guided reading
- Teachers model fluent reading and demonstrate how to interpret and respond to texts
- Structured discussion enables pupils to explain, justify and refine their understanding
- Pupils are given regular opportunities to read, re-read and discuss texts to build fluency and comprehension
- Questioning and live feedback are used to check understanding and address misconceptions in the moment
Guided Reading Structure (KS2)
- A structured approach combines whole-class teaching and a guided reading carousel
- Teacher-led groups provide targeted support and modelling
- Pre- and post-reading tasks reinforce key skills such as retrieval, inference and vocabulary
- Independent and partner reading builds fluency, stamina and independence
- This approach ensures all pupils receive focused teaching while developing independence
Adaptive Teaching and Inclusion
- All pupils access the same ambitious texts, with support adapted to ensure success
- Assessment is used continuously to identify pupils who need additional support
- Targeted support is provided promptly to address gaps and maintain progress
- Additional adults are used purposefully to reinforce learning and model reading
- Provision is adapted where necessary to support engagement and access
Reading for Pleasure
- Pupils are immersed in a rich reading culture through daily reading opportunities
- High-quality class texts and a carefully designed reading spine expose pupils to ambitious language and diverse perspectives
- Opportunities such as Book Buzz, library access and reading events promote enjoyment and engagement
- Staff actively promote reading through modelling and discussion
Impact
- Pupils read with increasing fluency, accuracy and confidence
- Pupils demonstrate strong comprehension skills, including retrieval, inference and interpretation
- Pupils develop a rich and varied vocabulary
- Pupils engage positively with reading and read widely and often
- Pupils are well prepared for the next stage of their education
What this looks like in our classrooms:
- Daily phonics teaching in EYFS and KS1, delivered with pace, consistency and high participation
- Pupils reading books closely matched to their phonics knowledge to ensure success
- Teachers modelling fluent reading, including expression and prosody
- Pupils practising reading aloud and re-reading texts to build fluency and confidence
- Structured guided reading sessions, including teacher-led groups and independent tasks
- Explicit teaching of reading domains such as retrieval, inference and vocabulary
- Pupils discussing texts, explaining their thinking and justifying their ideas
- Teachers using questioning and live feedback to address misconceptions immediately
- Additional support provided quickly for pupils who need help to keep up
- Classrooms where reading is prioritised, visible and part of daily practice
This ensures that all pupils develop the fluency, understanding and confidence needed to become successful, lifelong readers.
Link to Accelerated Reader Quizzes for use at home
Use the links below to explore important documents
Phonics and Early Reading
Early Reading at St Matthew’s
At St Matthew’s, we believe that reading is everything. It is the foundation for learning across the whole curriculum and plays a vital role in children’s confidence, enjoyment of learning and future life chances. Most importantly, we want children to see reading as something that is fun and rewarding.
Our Phonics Approach – Read Write Inc.
In Foundation Stage and Key Stage 1, we teach reading using Read Write Inc. (RWI), a high-quality, systematic, synthetic phonics programme that gives children a strong and confident start to reading and writing.
As soon as children begin school, they continue the reading journey started in pre-school through a clear, structured and supportive phonics approach. Children are taught to match sounds to letter shapes and to blend these sounds together to read words. They also learn to break words down into individual sounds to support accurate spelling and writing.
Phonics is taught and practised daily, with children learning that words are made up of small sounds, called phonemes, and that saying these sounds clearly and correctly is essential for becoming a successful reader. Phonics is used as the main strategy for reading unfamiliar words, helping children to read with confidence, accuracy and understanding.
Through Read Write Inc., we are committed to ensuring that every child learns to read as quickly and successfully as possible, developing the skills, confidence and enjoyment needed to become fluent, independent readers.
Follow the link below for guidance on supporting the correct articulation of the phonemes taught in Read Write Inc.
Articulation of Sounds Guidance Video
What Will Your Child Learn Through Read Write Inc.?
Through the Read Write Inc. (RWI) programme, children develop strong reading and writing skills by learning sounds first and using them with confidence.
Children learn to recognise and say the 44 sounds and the letters or letter groups that represent them. They are taught to blend sounds together (using ‘Fred Talk’) to read words accurately and fluently, helping them to focus on understanding and enjoying what they read. Children read lively, engaging stories that closely match the sounds they have already learned and show their understanding through discussion and questions.
Alongside reading, children are taught to write the sounds and words they have learned, using Fred Talk to spell accurately. They begin by writing simple sentences and gradually move on to more complex writing as their confidence grows.
By following the Read Write Inc. programme, children learn to:
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Read words confidently by blending sounds together
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Spell words accurately using phonics
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Read common exception words
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Read fluently, with expression and enjoyment
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Understand and talk about what they read
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Build confidence and independence as readers and writers
This structured approach ensures children develop secure early literacy skills that support progress across the whole curriculum.
How Will Your Child Learn to Read?
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Phonics is taught daily in Foundation Stage and Key Stage 1
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Children work with a partner to practise skills, explain their thinking and support one another
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Pupils are grouped according to their current reading progress, ensuring teaching meets individual needs
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Children who need extra support receive additional one-to-one or small-group sessions alongside their daily phonics lessons
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Regular assessment ensures that teaching is well matched to each child and that progress is closely monitored
At St Matthew’s, we work hard to ensure that all children develop the skills, confidence and love of reading they need to succeed both in school and beyond.
Progression through RWI
Early Stages (Reception)
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Set 1 Sounds (s, a, t, p, i, n, m, d...): Learning single letter sounds and blending them orally to read simple words (e.g., cat, sun).
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Ditty Books & Red Books: Reading short phrases and simple stories using Set 1 sounds and some "tricky words" (red words).
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Green Books: Reading CVC (consonant-vowel-consonant) words and longer words with Set 1 sounds, focusing on fluency.
Developing Fluency (Year 1)
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Set 2 Sounds (ay, ee, igh, ow, oo, oo...): Learning new vowel sounds and their common spellings (digraphs/trigraphs).
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Purple & Pink Books: Reading books with Set 2 sounds, blending more complex words, and starting to read nonsense words.
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Orange Books: Reading words with Set 2 sounds, including longer words and nonsense words, with increasing speed.
Building Fluency & Comprehension (Year 1/2)
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Set 3 Sounds (ea, oi, a-e, i-e, o-e, u-e...): Learning alternative ways to write the same sounds (e.g., 'ea' as in 'tea').
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Yellow, Blue & Grey Books: Reading longer, more complex stories with all learned sounds, focusing on fluency, comprehension, and tricky words.
Moving Beyond Phonics
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RWI Spelling: Once fluent, children move to spelling patterns, learning to segment words for writing, applying grammar rules like capital letters for names/sentences.
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RWI Comprehension: Focus shifts to deeper understanding, vocabulary, and critical thinking with more complex texts.
The overall goal is to build confident, fluent readers by teaching sounds (phonemes), the letters that represent them (graphemes), and blending them for reading and segmenting for writing, all within a structured book progression.
|
Group |
Progress Expectation |
To progress into the next group children need to… |
|
Group A |
Reception Autumn 1 |
Read the first 16+ set 1 sounds |
|
Group B |
Reception Autumn 1 |
Read 26+ sounds and blend sounds into words orally |
|
Group C |
Reception Autumn 2 |
Read all set 1 single letter sounds with speed Read words with these sounds in using Fred talk |
|
Ditty Group |
Reception Spring 1 |
Read all set 1 single letter sounds and special friends sounds with speed. Read words with these sounds in using Fred talk (3 sounds in word) Read 3 sound nonsense words using Fred talk. |
|
Red Group |
Reception spring 2 |
Read words with 4 and 5 sounds using Fred talk Read 3 and 4 sound nonsense words with Fred talk |
|
Green Group |
Reception end of summer |
Read words with 4 and 5 sounds speedily |
|
Purple Group |
Year 1 end of autumn 1 |
Read the 1 st 6 set 2 sounds (ay, ee, igh, ow, oo, oo) speedily Read words with these sounds using fred talk Read words with 4 and 5 sounds speedily |
|
Pink Group |
Year 1 end of autumn 2 |
Read all set 2 sounds speedily Read words with these sounds using Fred talk Read words with 4 and 5 sounds and first 6 set 2 sounds speedily |
|
Orange Group |
Year 1 end of spring 1 |
Read set 2 sounds in nonsense words Read words with set 2 sounds speedily |
|
Yellow Group |
Year 1 end of summer 1 |
Read set 3 sounds ea, oi, a-e, i-e, o-e, u-e speedily Read these sounds in words, including nonsense words Read a passage at 60+ words per minute |
|
Blue Group |
Year 1 end of summer 2 |
Read all set 3 sounds speedily Read set 3 sounds in words, including nonsense words Read a passage at 70+ |
|
Grey Group |
Year 2 end of Autumn 2 |
Read all set 3 sounds in nonsense words Read multi-syllabic words speedily` Read a passage at 80+ words per minute |
|
Comprehension Group |
Year 2 end of spring 2 |
Reading fluently with intonation and good levels of comprehension. |
How can I support my child with Set One Sounds?
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Use pure sounds, not letter names. Watch the ‘how to say the sounds’ parent film on http://www.ruthmiskin.com/en/parents/.
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Watch the ‘Reading the stretchy sounds with your child’, ‘Reading the bouncy sounds with your child’ and ‘Reading the digraphs with your child’ parent films on http://www.ruthmiskin.com/en/parents/ to see how to teach Set 1 sounds.
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Practise reading known Set 1 Speed Sounds cards speedily. If needed, show your child the picture side of the card to help them remember the sound.
We teach children to read and spell using Fred. He is a toy frog who can say the sounds in words, but not the whole word. Children have to help him.
To help children learn to blend, we say the sounds as Fred and then children repeat the sounds and say the whole word.
Here are two ways you can use Fred Talk at home:
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play Fred Games together – see Fred Games document on http://www.ruthmiskin.com/en/parents/
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speak like Fred throughout the day e.g. time for l-u-n-ch! Let’s p-l-ay!
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Watch the ‘Sound-blending’ parent film on http://www.ruthmiskin.com/en/parents/
How can I support my child to learn Set 2 or 3 sounds?
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Watch the ‘Set 2/3 tutoring’ film on http://www.ruthmiskin.com/en/parents/
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Help your child practise reading known Speed Sounds cards speedily. If needed, show your child the picture side of the card to help them remember the sound.
|
Set 2 Sound |
Set 2 Rhyme |
Set 3 Sound |
Set 3 Rhyme |
| ay | May I play? | ea | Cup of tea |
| ee | What can you see? | oi | Spoil the boy |
| igh | Fly high | a-e | Make a cake |
| ow | Blow the snow | i-e | Nice smile |
| oo | Poo at the zoo | o-e | Phone home |
| oo | Look at a book | u-e | Huge brute |
| ar | Start the car | aw | Yawn at dawn |
| or | Shut the door | are | Care and share |
| air | That's not fair | ur | Nurse with a purse |
| ir | Whirl and twirl | er | A better letter |
| ou | Shout it out | ow | Brown cow |
| oy | Toy for a boy | ai | Snail in the rain |
| oa | Goat in a boat | ||
| ew | Chew the stew | ||
| ire | Fire fire | ||
| ear | Hear with your ear | ||
| ure | Sure it's pure |
How do I listen to my child read?
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Your child has a Storybook matched to the sounds and words they know – a decodable book – so they should be able to read all the words.
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Please avoid saying, “This book is too easy for you!” but instead say “I love how well you can read this book!”
‘Special Friends’, ‘Fred Talk’, read the word
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Remind your child to read words using ‘Special Friends, Fred Talk, read the word’ (see glossary).
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For example ‘ship’: spot the ‘sh’, then Fred Talk and blend to read the word e.g. sh, sh-i-p, ship.
Red Words
Red Words are also known as common exception or tricky words. They occur in stories regularly (said, what, where) but have unusual letter combinations (‘ai’ in the word ‘said’ makes the sound ‘e’).
Remind your child not to use Fred Talk to read Red Words but instead to ‘stop and think’.
Tell them the word if you need to.
Read the same book again and again
Children love reading the same book again and again. Their reading becomes speedier and they understand what they are reading.
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Encourage your child to read words using ‘Fred in your head’ (see glossary).
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Show your child how to read the story in a storyteller voice.
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Share your enjoyment of the story when they read it again and again.
What should I do with library picture books?
One of the most important things you can do at home is share stories with your child. Reading together helps children develop a love of books and builds strong foundations for learning.
Children who enjoy stories are more likely to want to read for themselves. The more they read, the more confident and skilled they become as readers.
Top tips for sharing stories at home
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Make storytime feel special – introduce new books with enthusiasm and excitement
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Create a calm, cosy time – cuddle up and enjoy some quiet time together
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Show interest and curiosity – talk about what the book might be about before you start
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Read the story all the way through so your child can enjoy it. If something is tricky, you might say, “I think what’s happening here is…”
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Talk naturally about the story – for example, “I wonder why he did that?” or “Oh no, I hope she’s not going to…”
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Avoid testing your child with lots of questions about what they remember
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Link stories to real life or other books you have shared together
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Enjoy favourite books again and again – encourage your child to join in with words or phrases they know
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Use different voices and expressions and be enthusiastic
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Most importantly, enjoy the book yourself – children learn to love reading when they see you enjoying it too
Sharing stories regularly helps children feel confident, relaxed and excited about reading — and it’s a wonderful way to spend time together.
Writing
Intent
At St Matthew’s C of E Primary and Nursery School, we believe writing is a fundamental life skill that enables pupils to communicate their ideas, thoughts and emotions effectively. We aim to develop confident, fluent writers who can write for a range of purposes and audiences.
Our curriculum is designed to:
- Develop pupils’ ability to write clearly, accurately and coherently
- Build strong foundations in transcription, including handwriting, spelling and sentence construction
- Ensure pupils develop a rich vocabulary and understanding of language
- Enable pupils to write for a range of purposes across the curriculum
- Ensure all pupils access an ambitious curriculum, with appropriate support and challenge to achieve their potential
- Foster pride, resilience and independence in writing
Implementation
Writing is taught through a carefully sequenced curriculum that builds knowledge and skills over time from Early Years through to Year 6.
Teaching and Learning
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Writing is taught through a structured sequence of elicitation, immersion, explicit teaching, shared practice and independent application.
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Units begin by assessing prior knowledge and engaging pupils through meaningful hooks and experiences
- Pupils are immersed in high-quality texts and stimuli, including reading, discussion and drama, to develop ideas and understanding
- Key grammar, vocabulary and writing techniques are taught explicitly through short, focused teaching
- Teachers model planning and writing through shared approaches, making the writing process clear and explicit
- Pupils move from supported practice to independent writing, applying taught skills with increasing confidence
- Regular opportunities for editing, redrafting and reflection ensure pupils improve the quality of their work over time
- Ongoing assessment, including live marking and success criteria, is used to adapt teaching and move learning forward
Transcription and Foundations
- A clear, progressive approach to handwriting is embedded across the school
- High expectations for presentation are consistently applied
- Spelling, punctuation and grammar are taught explicitly and applied within writing
- Early writing is prioritised in EYFS and Key Stage 1 to ensure strong foundations
Adaptive Teaching and Inclusion
- All pupils access the same ambitious writing curriculum, with support adapted to meet individual needs
- Teachers use scaffolding, modelling and structured support to enable pupils to access learning and achieve success
- Additional adult support is used purposefully to reinforce learning, pre-teach or address misconceptions
- For pupils working below age-related expectations, teaching focuses on securing key foundational knowledge and skills
- A small number of pupils may access more flexible provision to support engagement and readiness for writing, with a focus on inclusion and successful participation
Oracy and Composition
- Pupils rehearse ideas orally before writing to support composition and sentence structure
- Structured talk enables pupils to organise, refine and develop their ideas
- Pupils are supported to plan, draft, edit and improve their writing
Impact
- Pupils write with increasing accuracy, fluency and confidence
- Pupils demonstrate improved handwriting, presentation and stamina
- Pupils use a growing vocabulary and apply spelling and grammar knowledge effectively
- Pupils write for a range of purposes and audiences across the curriculum
- Pupils independently edit and improve their work
- Pupils take pride in their writing and understand how to improve it
What this looks like in our classrooms:
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Units beginning with engaging hooks and immersion in high-quality texts and experiences
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Teachers modelling planning and writing, making the process and thinking explicit
- Pupils rehearsing ideas aloud before writing to develop sentence structure and vocabulary
- Short, focused teaching of grammar and writing techniques within the sequence
- Pupils practising and applying new learning before moving to independent writing
- Teachers using live marking and questioning to address misconceptions in the moment
- Pupils editing and redrafting their work using clear success criteria
- High expectations for handwriting, presentation and accuracy applied consistently
- Classrooms where all pupils are supported to participate and succeed in writing
Writing Progression Framework Reception 2025-26
Writing Texts Year 6Letter-join Handwriting ProgressionLetter-join Parent Guide
Handwriting Policy Updated November 2025