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Year 7 Catch Up Grant

Year 7 Catch Up Grant

Riverside School received £9,090 for Year 7 catch up funding. Our main focus for developing literacy skills has been through Read Write Inc. programme

Read, Write Inc. at Riverside School

At Riverside School reading is taught through the Read, Write, Inc. programme (RWI). The scheme, however, is adapted to suit the needs of each of the pupils. This means that some pupils are taught in whole class session and others are taught in smaller or one to one groups. Pupils may also be placed on the scheme with a different focus, for example learning the sounds or working through the reading books.

Pupils are assessed on a termly basis using the RWI assessment grids, this ensures that all pupils are in the correct groups and allows the Reading Leaders and Wider Leadership team to monitor pupil progress.

Staff who use RWI in their classroom have all completd training. A Lead Teacher supports the development of the scheme across both sites by observing sessions, offering guidance and creating clear next steps for the scheme at Riverside. In addition, Lead Teachers offer weekly drop in sessions to support pupils and teachers where needed.

In Autumn 2016, Reading Leaders attended three days of further training on Effective Leadership and Quality Teaching using the RWI approach. This also focussed on data and pupil progress and effective leadership of the RWI scheme.

Read, Write, Inc. Scheme

See more information about the scheme at:

http://www.ruthmiskin.com/en/read-write-inc-programmes/phonics/

Funding

Item Cost
Training £2,000
Resources

£3,000

Leadership Release £4,090

Case Study One

Child A is a year seven pupil who has been on the RWI phonics scheme since she started at Riverside in January 2014. When she arrived at the school she knew the sounds contained with her name but could not write these. Whilst in the Primary department Child A had daily 20 minute RWI sessions focusing on extending her knowledge of sounds and beginning to write those in her name. By the end of the academic year Child A could write four of the five letters in her name and knew 21 of the RWI Set One Sounds.

This academic year (2014-15) Child A has moved to the Secondary department and has three weekly RWI sessions. She works in a small group with pupils of a similar ability to herself and the focus is on teaching her the final Set One Sounds and on developing her blending skills. When Child A was assessed towards the end of the Autumn term she had knew two new Set One sounds and was able to independently blend one of the assessment words.

Within Child A’s class team the teacher and one of the TAs are fully trained in RWI and have also attended in school follow up sessions. Funding has also been spent on buying sound cards and green cards for the class.

Case Study Two

Child B is a year seven pupil who has been on the RWI phonics scheme since September 2013 (4 terms). He is able to sight read some words, however finds it more difficult when he comes across words he does not know therefore the phonics scheme is there to support him in reading unknown words.

In July 2014 Child B had attended daily 20 minute RWI sessions each day for the year. He was assessed and knew 14 of the Set One sounds. Child B could also independently read some of the simple CVC words, finding the made up ones much more difficult. Since September Child B has been doing his phonics work in one to one sessions with the teacher in his class. When Child B was assessed towards the end of the Autumn term he had knew seven new Set One sounds and was able to independently blend two more of the assessment words. As part of this assessment Child B also read part of a RWI purple book and he showed improvement in his comprehension by shouting the word ‘help’ when the character fell into the water.

Within Child B’s class team the teacher has attended an in school whole day training session in order for her to take his sessions. Funding has also been spent on buying reading books for him to move onto as this will also him to also work on developing his comprehension when reading.