Ready Steady Write units provide:

• Clear, sequential Episodes of Learning

• Explicit vocabulary development

• Contextualised spelling, grammar and punctuation teaching

• Example texts linked directly to writing outcomes

• Opportunities for wider reading across the curriculum

• High-quality supporting resources for teachers and pupils

Each unit builds towards an extended writing outcome. Across the year, pupils write in a wide range of genres including narrative, non-fiction, poetry and cross-curricular writing.

Each writing sequence follows a clear and consistent structure:

1. Immerse in the text – exploring vocabulary, themes and authorial choices

2. Analyse structure and purpose – identifying audience and key features

3. Practise sentence construction – through daily Sentence Accuracy sessions

4. Plan and draft – writing with a clear context and purpose

5. Edit and refine – reviewing and redrafting to improve clarity and impact

Grammar and punctuation are taught within meaningful contexts so that pupils understand how and why language choices matter.

Writing lessons include a range of deliberate teaching strategies:

• Group Discussion – pupils explore and interrogate ideas collaboratively

• Partner Talk – children rehearse sentences and refine ideas before writing

• Questioning – teachers probe understanding and extend thinking

• Modelled Writing – teachers “think aloud” to make the writing process explicit

• Shared Writing – classes co-construct writing, building confidence and ownership

• Editing – pupils are routinely guided to review and improve their work

Daily Sentence Accuracy sessions ensure pupils develop fluency and precision at sentence level, reflecting national guidance on building automaticity before extended composition.

Working walls are central to writing at Phoenix.

They:

• Document the writing journey across the unit

• Display vocabulary, model sentences and structural scaffolds

• Evolve daily as learning progresses

• Provide accessible reference points for all pupils

The writing process is visible in every classroom. Modelled examples, sentence checkers and vocabulary prompts support pupils to apply learning independently.

We teach phonics through Read Write Inc. in EYFS and Key Stage 1. Where appropriate, this continues into Key Stage 2.

For older pupils who require additional support, we use Fresh Start to secure decoding, fluency and comprehension.

Phonics teaching is systematic, consistent and regularly assessed to ensure pupils make rapid progress.

Please see our Phonics page for further information.

In KS2, we adopt a structured Reading Mastery approach.

Each week:

• A carefully selected, high-quality text is studied in depth

• Texts are chosen to strengthen cross-curricular knowledge

• Tier 2 and Tier 3 vocabulary is explicitly taught

Daily focus:

• Monday – Prediction and summarising

• Tuesday – Vocabulary development

• Wednesday – Retrieval

• Thursday – Inference

• Friday – Justifying and responding critically

This repetition builds secure comprehension skills and deepens pupils’ understanding of language and meaning.

Discussion and textual evidence are central to reading lessons, strengthening both comprehension and oracy.

At Phoenix, reading extends far beyond the classroom.

We actively promote a culture where books are shared, recommended and celebrated. Pupils are encouraged to explore different authors, genres and themes, developing their own preferences and identity as readers.

Through class novels, story time, book recommendations, author studies and reading celebrations, we nurture enthusiasm and curiosity. Teachers model a love of reading and create opportunities for pupils to talk about books, make recommendations and reflect on what they have read.

We believe that when children choose to read for enjoyment, their confidence, vocabulary and understanding grow naturally.

We value the important role families play in developing confident, enthusiastic readers.

Children are encouraged to read regularly at home and share books with family members. Reading diaries support communication between home and school, and teachers provide guidance to ensure reading practice matches pupils’ needs and stage of development.

Regular reading at home strengthens fluency, builds vocabulary and reinforces comprehension skills taught in school.

How You Can Support at Home

Even 10–15 minutes a day makes a difference. You can support your child by:

• Listening to them read regularly and encouraging expression

• Taking turns reading aloud to model fluency

• Asking simple questions such as:

  • What do you think will happen next?

  • Why do you think the character did that?

  • Can you find evidence in the text?

• Discussing new vocabulary and exploring its meaning

• Visiting the local library or sharing books you enjoy as a family

Reading together should feel positive and encouraging — praise effort, celebrate progress and revisit favourite stories.

Examples of questions to ask:

Reading together should feel enjoyable, not pressured. It is okay to reread favourite books — this builds fluency and confidence.

If you would like further guidance on suitable questions, book recommendations or how to support your child’s reading stage, please speak to your child’s class teacher. We are always happy to help.

Our school library is currently being developed to become a vibrant, welcoming space where children can explore a wide range of high-quality texts.

We are working to expand our collection to include diverse authors, genres and non-fiction texts that support both reading for pleasure and curriculum learning.

We warmly welcome any book donations to help us continue building a library that inspires curiosity and reflects the richness of our school community.

Reading is celebrated across our school community and woven into the wider life of Phoenix.

Throughout the year, pupils take part in events such as World Book Day, themed reading weeks and cross-curricular projects that bring stories to life. Children dress as favourite characters, take part in author-inspired writing challenges and share books that have captured their imagination.

We regularly host a Scholastic Book Fair, giving pupils the opportunity to explore and purchase new books while raising funds to further develop our school’s reading provision. This supports our growing library and ensures children have access to a wide range of high-quality, diverse texts.

Our Reading Buddy programme pairs older and younger pupils together to read and share stories. This builds confidence, fluency and leadership skills, while fostering a strong sense of community and kindness across year groups.

Pupils also have opportunities to:

• Perform poetry and dramatic readings

• Recommend books to their peers

• Take part in reading challenges

• Engage in thoughtful discussion about authors, themes and characters

Through these experiences, we nurture not only skilled readers, but enthusiastic ones — children who see reading as something to enjoy, share and celebrate.

Our English curriculum is ambitious and accessible for all learners.

We believe every child can succeed in literacy with the right support and challenge.

We support pupils through:

• Visual scaffolds and structured talk routines

• Pre-teaching and revisiting vocabulary

• Flexible grouping and adaptive teaching

• Targeted phonics and spelling interventions

• Use of technology to support composition where appropriate

• Precision teaching and structured intervention

Pupils with English as an Additional Language are supported through explicit vocabulary modelling and rich talk opportunities. Pupils with SEND access carefully scaffolded learning alongside high-quality first teaching.

Our approach ensures inclusion without lowering ambition.

Teachers regularly assess pupils’ understanding through:

• Ongoing verbal and written feedback

• Daily Sentence Accuracy monitoring

• Review of independent writing within each unit

• Spelling checks linked to Ready Steady Spell

• Reading fluency practice and comprehension discussion

• Questioning during Reading Mastery lessons

This responsive approach enables teachers to adapt lessons, revisit misconceptions and provide targeted support where needed.

At the end of each term, pupils complete:

• HeadStart GPS (Grammar, Punctuation and Spelling) assessments

• HeadStart Reading assessments

These provide a standardised snapshot of attainment and help identify strengths, gaps and next steps.

Writing is assessed through half-termly extended outcomes, with teachers completing reflective evaluations to inform future planning.

Moderation takes place termly across year groups to ensure consistency of expectations and accuracy of judgements.