We use Read Write Inc. Phonics which is a complete literacy programme for 3 to 6 year olds that are learning to read and write. The programme uses synthetic phonics to teach reading and it covers all of the National Curriculum requirements for literacy and language.
This approach:
We begin using Read Write Inc. when our pupils are in nursery and they start by learning the first 30 sounds in short, daily sessions. When pupils move into reception year, they begin to read storybooks and non-fiction books that are closely matched to their developing phonic knowledge. The sessions are lively and interactive and our pupils make rapid progress. They begin to write confidently and learn to spell using sounds that they know. Their progress is assessed at the end of every half term and they are grouped according to the level they are working at. This ensures that teaching is always focused precisely on what pupils need and the pace of learning is fast. If we are ever concerned about a child's progress in reading, we provide 1:1 intervention for 15 minutes a day to address this and accelerate their progress. These sessions are delivered by highly skilled support staff who have received specific Read Write Inc. 1:1 intervention training.
Once our children have completed the RWI Phonics programme, our English lessons are taught using the CUSP Reading and Writing curriculum. CUSP Reading and Writing is an evidence informed, carefully sequenced English curriculum, which maps core content in reading and writing across the primary journey, ensuring that learning is taught and revisited over time so that pupils commit their understanding to the long-term memory.
At Orgill, our goal is for our pupils to learn to communicate and engage with the world around them confidently and effectively. The CUSP Reading curriculum is built on three key foundations: explicit vocabulary instruction; fluency instruction and opportunities to think hard. Each reading unit follows a clear and progressive sequence that immerses our pupils in rich and demanding texts. Our whole school reading spine also complements learning in our wider curriculum.
Our aim is to immerse children in rich literature to help develop and widen their vocabulary and inference skills. Our wider curriculum also has explicit vocabulary instruction woven throughout it, which is helping to shape the structure and language provision throughout our curriculum. Ultimately, we want to raise confidence, enthusiasm and standards in reading across the curriculum so that all children are able to be successful and flourish.
At Orgill, we believe that writing is a way for children to express themselves, communicate ideas and also make sense of the world around them. It is our goal to inspire confident, creative and capable writers who take pride in their work and who are able to write with purpose, imagination and accuracy.
We strive to provide all pupils with rich and meaningful opportunities to write across the curriculum, encouraging them to develop their own voices as authors, poets and communicators. Through engaging teaching, high-quality texts and supportive feedback, we help every child build the skills, stamina and enthusiasm needed to become lifelong writers.
Discrete spelling sessions are taught from the end of Y1 to Y6 using the CUSP Spelling curriculum which is organised into 2-week blocks, with each block covering a particular set of key concepts. These include: spelling patterns, etymology and morphology and reasoning about spelling. These blocks are made up of three lessons per week: 2 x 15minute (minimum) discrete Spelling lessons and 1 x Spelling starter for the final Writing lesson of the week,
Handwriting is taught explicitly in separate sessions every day from R to Y6.
At Orgill Primary School, our vision is for our school to be a place where pupils, staff and parents speak with kindness, confidence and clarity. We aim to create a community where everybody believes they have a voice, feels valued and listened to, and is supported in developing the skills to communicate effectively.
We believe that every child has the right to be heard and that spoken language is fundamental to learning, wellbeing and personal development.
What is Oracy?
“Oracy is the ability to articulate ideas, develop understanding and engage with others through spoken language. It is a vital life skill which underpins not only academic success but also wellbeing and social mobility.”— Voice 21
At Orgill Primary School, we recognise that oracy is not simply about speaking; it also involves listening carefully, responding thoughtfully and adapting language for different purposes and audiences. We are proud to be part of the Voice 21 project, which supports schools to develop a consistent, high-quality approach to teaching and embedding oracy across the curriculum.
Through Voice 21, we are committed to creating a talk-rich environment where every child is encouraged to develop the confidence and skills to express themselves clearly and respectfully.
Why Oracy Matters at Orgill Primary School
We believe that strong oracy skills are essential for our pupils’ success both now and in the future. By prioritising oracy, we support children to:
Oracy plays a crucial role in supporting academic achievement, emotional wellbeing and social development. It empowers children to become confident learners and active participants in society.
Our Oracy Champions
To ensure that oracy is at the heart of school life, Orgill Primary School has two dedicated Oracy Champions: Rebecca Strong and Laura Fowler.
They work collaboratively with staff and pupils to embed high-quality oracy practice across the school. Their role includes:
What Oracy Looks Like at Orgill Primary School
Oracy is woven into daily school life and across the curriculum in a range of ways:
1. Talk-Rich Classrooms
Lessons are structured to provide regular opportunities for purposeful talk, including partner discussions, group work and whole-class dialogue. Pupils are taught how to speak clearly, listen respectfully and build on each other’s ideas.
2. Performance and Presentation Opportunities
Children are encouraged to take part in assemblies, class performances, presentations and celebrations, helping them to develop confidence in speaking to an audience.
3. Oracy-Focused Curriculum
Speaking and listening skills are embedded across all subjects. Pupils are supported to use talk to explain their thinking, explore new ideas and deepen their understanding in every area of learning.
4. Inclusive Practice
We ensure that every child, regardless of ability or background, is supported to develop their voice. Our classrooms provide safe and supportive spaces where pupils feel confident to share their thoughts, opinions and feelings.
Our Future Vision
By developing strong oracy skills, we aim to nurture pupils who are articulate, confident and empathetic communicators. We want our children to leave Orgill Primary School with the ability to express themselves clearly, listen carefully and engage positively with others.
These skills will support them throughout their education and into adult life, enabling them to contribute meaningfully to their communities and wider society.
At Orgill Primary School, we believe:
Every child has a voice, and every voice matters.