Dinnington Community Primary School



Follow the link to find out more about the Literacy Programme of Study that we follow at Dinnington.




We use RWI and Fresh Start. This is being taught from EYFS to Y6.

The school does not follow one particular reading scheme. Instead we choose a selection of different schemes and publishers which we believe suit the needs of our children. We do subscribe to an online reading resource: Active Learn (Bug Club). Children can access their reading books at school and at home with their own password. Any child who doesn't know their user name and password can speak to their class teacher to get the information. 


Novel and Author Study

Each term, every year group has a novel to study. Every child has a copy of their own book which they use within other lessons. 




Every year group has their own set of spelling words and spelling rules. Please see the class pages for these.


Also every morning every class participates in Spelling activities. 


At DCPS we follow RWI Phonics teaching and learning, incorporating this with the needs of our children. 


What is phonics?

There has been a huge shift in the past few year in how we teach reading in UK schools. This is having a big impact and helping many children learn to read and spell. Phonics is recommended as the first strategy that children should be taught in helping them learn to read. 



Words are made up from small units of sound called phonemes. Phonics teaches children to be able to listen carefully and identify the phonemes that make up each word. This helps children to learn to read words and to spell words

In phonics lessons children are taught three main things:


They are taught GPCs. This stands for grapheme phoneme correspondences. This simply means that they are taught all the phonemes in the English language and ways of writing them down. 


Children are taught to be able to blend. This is when children say the sounds that make up a word and are able to merge the sounds together until they can hear what the word is. This skill is vital in learning to read.


Children are also taught to segment. This is the opposite of blending. Children are able to say a word and then break it up into the phonemes that make it up. This skill is vital in being able to spell words.


What makes phonics tricky?

In some languages learning phonics is easy because each phoneme has just one grapheme to represent it. The English language is a bit more complicated than this. This is largely because England has been invaded so many times throughout its history. Each set of invaders brought new words and new sounds with them. As a result, English only has around 44 phonemes but there are around 120 graphemes or ways of writing down those 44 phonemes. Obviously we only have 26 letters in the alphabet so some graphemes are made up from more than one letter.

ch th oo ay (these are all digraphs - graphemes with two letters)

There are other graphemes that are trigraphs (made up of 3 letters) and even a few made from 4 letters.

Another slightly sticky problem is that some graphemes can represent more than one phoneme. For example ch makes very different sounds in these three words: chip, school, chef.


So why bother learning phonics?

In the past people argued that because the English language is so tricky, there was no point teaching children phonics. Now, most people agree that these tricky bits mean that it is even more important that we teach phonics and children learn it clearly and systematically. A written language is basically a kind of a code. Teaching phonics is just teaching children to crack that code. Children learn the simple bits first and then easily progress to get the hang of the trickier bits.


What will this actually look like?

All schools following the recommendations will be using a systematic phonics programme. The programme published by the government and available free to all schools is called Letters and Sounds. Other schools may have chosen to buy a commercial programme. There are a number of these available but the school should have taken care to make sure that any programme they use meets the recommendations in the Rose Report. Other schools may have created their own programme or have taken elements from more than one programme and merged them together.