Read Write Inc. Writing Scheme
An interactive analysis of the UK’s most dominant phonics programme, exploring its philosophy, methodology, and evidence base for writing. Created by Dame Ruth Miskin and published by Oxford University Press.
🏫 8,000+
UK primary schools implementing RWI.
👧 10 Million
Children taught using the programme since 2005.
🥇 #1
Ranked as the UK’s leading systematic synthetic phonics programme.
Core Philosophy at a Glance
This section provides a high-level summary of the core principles that underpin the entire Read Write Inc. programme. It explains the ‘why’ behind its structured methods, focusing on the cognitive science and pedagogical vision that shapes every lesson.
Integrated Skills
Reading and writing are treated as reciprocal, interconnected processes. They are taught together in every lesson to reinforce learning in both areas simultaneously.
Reducing Cognitive Load
The primary goal is for children to “spell effortlessly so that they can put all their energy into composing what they write.” By automating transcription, the programme frees up mental energy for composition.
Systematic & Structured
The programme follows a highly systematic, fast-paced sequence, ensuring children are only asked to read and write words containing the 44 sounds and structures they have already been explicitly taught.
The RWI Method: How It Works
This section breaks down the practical application of the RWI philosophy into its core components. Use the tabs below to explore its step-by-step pathway for writers, the signature techniques used in the classroom, and the pedagogical principles that guide every lesson.
Foundations: Mark Making & Letter Formation
Writing starts with physical mark making. Formal teaching links a mnemonic handwriting phrase (e.g., “slice into the egg, go over the top, then under the egg” for ‘e’) to each new sound taught.
Mechanics: Spelling with ‘Fred’
Pupils use ‘Fred Talk’ to orally segment words into sounds (e.g., c-a-t) and ‘Fred Fingers’ to physically represent each sound before writing, making the process tangible.
Building Blocks: Sentence Construction
‘Hold a Sentence’ activities train writing memory. ‘Build a Sentence’ tasks encourage creation. Partner proofreading introduces editing skills early on.
Extended Writing: ‘Get Writing!’ Books
Scaffolded workbooks, linked to RWI storybooks, guide pupils through text types. Heavy emphasis on oral rehearsal ensures pupils are “rich in ideas” before they write.
🔬 The Evidence: Does It Actually Work for Writing?
This section presents the critical findings on RWI’s effectiveness. While the programme’s internal case studies show significant success in phonics, independent evaluation paints a more complex picture for writing attainment. The chart below visualizes the key findings from the major Education Endowment Foundation (EEF) trial.
Source: 2022 Education Endowment Foundation (EEF) Randomised Controlled Trial. Positive values indicate additional months’ progress compared to control groups; negative values indicate less progress.
Internal Claims & Case Studies 📈
The programme’s publishers promote RWI with numerous case studies showing dramatic improvements in Phonics Screening Check scores (e.g., from 56% to 96% pass rates) and links to improved Ofsted judgements. These testimonials often focus on reading outcomes.
Ofsted’s Perspective (2024) 📜
The national inspection body’s report, ‘Telling the story’, found that while phonics teaching has improved, writing instruction is “less effective” across England. A key concern is that strong transcription skills are not always translating into effective composition, a finding that resonates with the EEF trial results.
RWI in the Marketplace
How does Read Write Inc. compare to other major players in the UK phonics market? This section provides a side-by-side analysis against Jolly Phonics and the government’s original Letters and Sounds framework, highlighting key differences in methodology, flexibility, and cost.
| Feature | Read Write Inc. | Jolly Phonics | Letters and Sounds (2007) |
|---|---|---|---|
| Core Model | Complete, integrated SSP programme | Multi-sensory SSP programme | Government-produced phonic framework |
| Writing Integration | Fully Integrated. Taught in every lesson. | Partially. Handwriting often separate. | Not specified. School’s discretion. |
| Teacher Flexibility | Very Low. High fidelity to script required. | Moderate. More adaptable. | Very High. Total teacher autonomy. |
| Cost | High. Resources, training, subscriptions. | Moderate. Resources purchased. | Free. |
Strengths vs. Weaknesses
This section synthesizes perspectives from practitioners on the ground. It provides a balanced view of the programme’s most praised attributes and its most common criticisms, offering insight into the real-world experience of using RWI in the classroom.
Strengths 👍
-
✔
Systematic & Structured
Clear, logical progression provides consistency and supports new or less confident teachers.
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✔
Builds Confidence
Fast pace and early success build a powerful sense of achievement in young learners.
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✔
Strong on Transcription
Relentless focus on phonics for spelling and letter formation effectively builds mechanical skills.
Weaknesses 👎
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✖
Rigidity & “Robotic” Nature
Highly prescriptive script can stifle creativity. Practitioners describe it as “boring,” “robotic,” and “mundane”.
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✖
Cost & Logistics
A significant financial commitment. Some teachers feel the programme “has taken over a bit,” reshaping the school day.
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✖
Questionable Impact on Composition
Strong transcription skills do not automatically translate into better compositional writing, as shown in the EEF trial.
Adopting RWI: What It Takes
Implementing Read Write Inc. is more than buying resources; it requires a significant cultural and organisational shift. This section outlines the key commitments a school must make to adopt the programme with fidelity.
🏛️ Organisational Pillars
- 1.
Homogeneous Grouping: Pupils are grouped by phonic ability, not age. This requires daily movement of children and staff across year groups.
- 2.
Synchronised Timetable: All participating year groups must have their literacy block at the same time every day to facilitate the grouping model.
- 3.
Whole-School Deployment: All available teaching staff, including TAs and leadership, must be trained and deployed to lead a daily phonics group.
📊 Assessment & Data Culture
- A.
Constant Formative Assessment: Teachers assess continuously through live marking and observing partner work to identify misconceptions in real-time.
- B.
Half-Termly Summative Tests: Formal assessments are conducted every 6-8 weeks to re-group all children, driven by the RWI Online Assessment tool.
- C.
Leadership Buy-In: The data-intensive process requires strong leadership oversight to monitor progress and ensure fidelity to the model.
Recommendations for School Leaders
Based on this analysis, here are actionable recommendations for educational leaders. Whether you are considering adopting RWI or are already using it, these points aim to support informed decision-making and effective implementation for improved writing outcomes.
1. Conduct a Full Cost-Benefit Analysis: Budget beyond resources. Factor in mandatory whole-school training, leadership development days, and annual online subscriptions. Compare this total cost to alternatives.
2. Assess Cultural Fit: Honestly evaluate if the prescriptive, data-driven culture and demanding organisational model (e.g., synchronised timetables) align with your school’s ethos and staffing structure.
3. Scrutinise the Writing Evidence: Look past reading-focused case studies. Critically engage with the EEF trial’s finding of no significant impact on writing attainment. This should be central to your decision.
1. Explicitly Plan for Composition & Creativity: Acknowledge that RWI’s strength is transcription. You MUST supplement it with rich, purposeful, creative writing opportunities (e.g., Talk for Writing) that go beyond the ‘Get Writing!’ workbooks.
2. Monitor for Disengagement: Be alert for boredom in pupils and staff. While maintaining fidelity, empower expert teachers to enrich lessons to maintain engagement, especially for higher attainers.
3. Elevate the ‘Why’ of Writing: Ensure that while mastering the ‘how’ (spelling, grammar), pupils are constantly discussing the ‘why’—the purpose, audience, and intended effect of their writing. This is crucial to bridge the gap between transcription and composition.