Reading and Writing

Introduction to the Reading and Writing Pathways at Gilbert Ward Academy

At Gilbert Ward Academy, we are dedicated to nurturing literacy skills in every pupil, recognising that reading and writing form the foundation for lifelong learning and personal development. To address the diverse needs of our learners, we have crafted a structured approach through three distinct pathways, each tailored to meet pupils where they are and to support their individual journey towards literacy proficiency.

Our Reading and Writing Pathways offer targeted instruction and support, ranging from foundational phonics development to confidence-building for reluctant readers, and advancing fluency and comprehension for free readers. Each pathway is designed to foster a supportive and engaging learning environment, enabling every pupil to make confident and meaningful progress.

The following sections provide a detailed outline of each pathway, explaining our approach to reading, writing, and in-class support across the curriculum. These pathways reflect our commitment to personalised learning, ensuring that every pupil at Gilbert Ward Academy receives the support they need to reach their full potential.

Pathway 1: Phonics Pathway

Who is on this pathway?

Pupils who are still developing their phonics knowledge and need to work on accuracy.

Goal:

To support pupils in mastering phonics and developing accuracy in reading through structured programs and tailored writing support.

Reading Approach

Pupils engage in either:

• Read Write Inc. Phonics Programme: Designed to build foundational phonics skills and improve reading accuracy
• Read Write Inc. Fresh Start Programme: A version tailored for older pupils who still need phonics support but in a more age-appropriate format

Reading Sessions: All pupils, including those on the Phonics Pathway, participate in reading sessions. While these pupils are focused on learning phonics and developing reading accuracy, during these sessions:

• Teachers will also read aloud books to the pupils that are above their current reading level. This ensures they are exposed to more advanced vocabulary and ideas, even if they are not yet able to read these texts independently
• The aim is to build language comprehension and expose them to a wider range of words and sentence structures, which will support their overall reading development as they progress through the phonics program

Writing Approach

For pupils on the Read Write Inc. Phonics Programme:

They follow the Get Writing component of Read Write Inc., which reinforces phonics learning and supports the development of writing skills aligned with their phonics progression

For pupils on the Fresh Start Programme:

Pupils engage with the Talk for Writing programme, which focusses on storytelling, collaboration, and structured writing tasks suited to older learners

In-Class Support Across All Subjects

• Phonics work is reinforced in all subjects, not just English. Pupils encounter reading materials in various subjects that help them practice phonics skills, such as grapheme-phoneme correspondences
• Reading and writing practice at their working level is embedded into all lessons. This provides pupils with frequent opportunities to develop reading fluency and writing accuracy through manageable tasks across the curriculum

Additional Support

Pupils on this pathway may be withdrawn from other classes for extra phonics sessions to ensure they grasp phonics concepts and work towards becoming fluent readers.
 

Pathway 2: Reluctant Readers Pathway

Who is on this pathway?

Pupils who have not yet engaged with formal phonics assessments or reading programs, likely due to gaps in phonics knowledge, low confidence, or reluctance to participate.

Goal:

To build these pupils’ confidence and motivation to engage with reading and writing through personalised, low-pressure methods. The aim is to gradually prepare them to participate in structured programs like Read Write Inc. Phonics or Fresh Start.

Reading Approach

Interest-Based and Accessible Materials

Pupils are provided with high-interest, low-difficulty reading materials that match their personal interests (e.g., comics, graphic novels, or hobby-related books). This helps create a positive association with reading and reduces anxiety.

Choice and Ownership

Pupils are given choices in what they read, fostering ownership and autonomy. Having control over reading material can help them feel more invested and engaged.

Non-Traditional Reading Formats

Incorporate audiobooks, interactive e-books, and graphic novels to make reading more engaging and less intimidating. These formats allow pupils to engage with stories without the pressure of decoding complex text.

One-on-One and Paired Reading

Reluctant readers participate in one-on-one reading sessions with a teacher or teaching assistant, where they read short portions of text and gradually increase their involvement.

Short, Manageable Reading Tasks

Reading tasks are kept short and achievable, such as reading a paragraph or a single page at a time. This helps build fluency gradually without overwhelming the pupils.

Reading Sessions: As reluctant readers are working towards engaging with formal reading programs, they also participate in reading sessions. To support their language development and comprehension while they build reading skills:

• Teachers will read aloud to these pupils, choosing texts that are beyond their independent reading level. This helps them develop language comprehension and understand more complex words, even if they are not yet confident readers
• The goal is to enhance vocabulary, comprehension, and language exposure, which will benefit them once they are ready to engage more actively in reading themselves

Writing Approach

Creative and Low-Pressure Writing

Pupils are encouraged to engage in creative writing tasks, such as writing comic strips or simple journal entries. The focus is on expression rather than technical accuracy to make writing fun and accessible.

Collaborative Writing Projects

Collaborative writing with peers or teachers, where pupils take turns contributing to a story or project, helps them participate without the pressure of writing independently.

Interactive Writing Tools

Use of technology, such as typing stories on a tablet or using speech-to-text software, makes writing less daunting and more interactive, allowing pupils to focus on content over mechanics.

Short Writing Tasks

Writing activities are kept short and focused, such as sentence completion or responding to prompts. These manageable tasks help build writing confidence without overwhelming the pupil.

In-Class Support Across All Subjects

Reading Across the Curriculum

• In all subjects, pupils receive adapted reading materials at their level to ensure they can access the content. Teachers use simplified texts, visuals, and captions to support reading development
• Pupils are given opportunities to practice reading in all lessons, building fluency through repetition and reinforcement across the curriculum

Writing Across the Curriculum

• Writing tasks are embedded in all subjects, focusing on small, achievable tasks that help pupils practice basic writing skills in a variety of contexts. The emphasis is on building confidence through low-pressure activities

Additional Support

• Reluctant readers may be withdrawn from other classes for individualised sessions, where they receive tailored support in a low-pressure environment. These sessions focus on gradually overcoming reluctance and building engagement with reading and writing
• Small group sessions with other reluctant readers allow pupils to engage with peers at a similar level, creating a sense of community and shared progress

Pathway 3: Free Readers Pathway

Who is on this pathway?

Pupils who have mastered phonics and no longer require phonics-based instruction.

Goal:

To focus on developing reading fluency, comprehension, and advanced writing skills.

Reading Approach

These pupils focus on fluency and comprehension through:

• Reading Age Assessments (Herefordshire) to determine their current reading level
• Reading Sessions (formerly guided reading), where pupils are grouped by reading age and engage with texts at their level
• Pupils read independently or in small groups
• Teachers may also read aloud more challenging texts to build comprehension and vocabulary
• Texts are chosen to reflect the school’s values, British values, and an additional theme for the sixth half term

Writing Approach

Pupils may follow the Talk for Writing programme, which helps them improve writing through structured storytelling and collaborative writing activities.

In-Class Support Across All Subjects

Reading Across the Curriculum

• In all subjects, reading materials are carefully selected to match the pupils’ reading age, ensuring they are appropriately challenged and able to engage fully with the lesson content
• Fluency and comprehension skills are reinforced across all subjects through exposure to a variety of texts and discussion-based activities

Writing Across the Curriculum

• Pupils are given opportunities to practice writing across all subjects, focusing on writing fluently and confidently. Writing tasks are linked to the lesson content and challenge pupils to think critically and express their ideas clearly