Fresh Start Phonics: School Approach

At our school, we use Read Write Inc. Fresh Start, a DfE‑validated synthetic phonics intervention designed for pupils in Key Stage 2 and beyond who need additional support to secure fluent reading. The programme provides a rigorous, consistent and highly structured approach, enabling older struggling readers to make rapid progress in decoding, fluency, spelling and comprehension.

Fresh Start sessions are delivered as part of our English curriculum in year 5 and follow a clear, sequential progression. Lessons are fast‑paced, engaging and tightly focused, ensuring every pupil is taught at their challenge point so they can experience success and accelerated progress. Interventions are available for pupils throughout the rest of the school who need additional targeted support.

Key Features of the Fresh Start Approach

• Systematic synthetic phonics teaching
  Fresh Start follows the Read Write Inc. phonics sequence, teaching grapheme–phoneme correspondences in a carefully structured, incremental order.

• Explicit practice in blending to read
  Pupils are taught to blend (synthesise) sounds in sequence in order to decode unfamiliar words and build reading fluency.

• Explicit practice in segmenting to spell
  Lessons develop pupils’ ability to break words into phonemes for spelling, reinforcing the reciprocal relationship between blending and segmenting.

• Age‑appropriate, decodable texts
  Pupils read high‑interest texts matched precisely to their phonics knowledge. These texts are written for older learners and help develop fluency, comprehension and confidence.

• Structured writing and comprehension activities
  Each module provides targeted tasks that build pupils’ vocabulary, sentence structure, punctuation and understanding of the text.

• Frequent assessment and responsive grouping
  Pupils are assessed regularly (at the end of each half term) and taught in a small group ensuring the intervention is appropriately pitched and leads to rapid progress.

Reading at Dedworth Middle School

Learning to read and developing a love of reading is embedded in all we do at Dedworth Middle School. We know that word reading and comprehension are fundamental to all other learning.

Reading in KS2 (Years 5–6)

Whole‑Class Reading Approach

At Dedworth Middle School, we do not follow reading scheme of work and instead have used research and school visits to inform a curriculum design which matches our context. Our KS2 reading curriculum is built around a Whole‑Class Reading approach, informed by the principles of Chris Such’s The Art and Science of Teaching Primary Reading. This includes explicit modelling, structured book talk and systematic vocabulary instruction.

Each half term, pupils study a high‑quality text. Teachers model expert reading behaviours, enabling pupils to understand and apply effective reading strategies. Whole‑class, paired and group reading ensure full access for all learners and create a shared, communal reading experience.

Within this approach, we integrate three modes of instruction that together form a balanced and rigorous reading curriculum:

1. Extended Reading

Pupils read longer extracts independently in a quiet environment to build stamina and practise applying taught strategies. Brief questions consolidate understanding and support class discussion.

2. Close Reading

Short extracts are explored in detail, focusing on vocabulary, language patterns and the writer’s craft. This develops depth of thought and attention to detail.

3. Fluency & Prosody

Pupils read mid‑length passages aloud, practising expression, clarity and meaning‑making through re‑reading and guided performance.

A Gradual Shift: From Fluency to Comprehension

When pupils join Year 5, the emphasis is on fluency, accuracy and prosody. Over the year, this gradually expands to include a greater focus on comprehension, preparing pupils for the demands of Year 6 and the transition into KS3 analytical reading.

Reading in KS3 (Years 7–8)

As pupils enter KS3, reading instruction shifts towards analysis, interpretation and critical response, reflecting secondary curriculum expectations. This happens across a range of fiction, non-fiction and poetry developing cultural capital and ensures they are well-prepared for the transition to their next setting.

Teachers continue to model how to understand texts deeply, explore writer’s methods and craft effective analytical responses. Pupils develop the ability to examine evidence purposefully, explain meaning and articulate their thinking in increasingly sophisticated written responses.

Vocabulary Instruction

Vocabulary teaching is embedded throughout KS2 and KS3. To do this, teachers are informed by Tom Sherrington’s WalkThrus meaning the following strategies will be seen in the teaching of new vocabulary:

• Pupils orally rehearse new vocabulary.

• Pupils write their own definitions.

• Pupils draw pictures to support them in remembering the word.

• Pupils explore and apply new words in context.

• Pupils revisit vocabulary in later lessons.

Assessment and interventions

A strong system of reading assessments across Years 5–8 enables us to provide precise, targeted interventions that meet individual pupil needs. Regular reading‑age tests, which leads to phonics screening where necessary, and other assessments allow teachers to identify whether a pupil’s primary barrier lies in phonics, fluency or comprehension. This ensures that no time is wasted and pupils receive the right support at the right level.

Interventions include:

• Phonics intervention for pupils who need support with decoding and securing grapheme–phoneme correspondence.

• Fluency intervention, where pupils practise accuracy, phrasing, pace and prosody through structured re‑reading and guided oral practice.

• Comprehension intervention, focusing on understanding, inference, vocabulary development and strategies for accessing increasingly complex texts.

These interventions are time‑limited, carefully monitored, and reviewed regularly so that pupils make rapid progress and rejoin the main curriculum with confidence.

Reading Culture

A vibrant reading culture underpins our curriculum from Years 5–8. We promote reading for pleasure and lifelong engagement through initiatives such as:

• Book of the Fortnight

• Reading based house competitions

• Reading‑focused assemblies

• Regular reading sessions during registration

As well as that, our school library is open every break and lunch, offering continuous access to high‑quality books.

A weekly book club provides an opportunity for pupils to explore texts socially, share recommendations and nurture a genuine love of reading.