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Although Pathways to Write and Read Write Inc. (RWI) are two separate programmes, they work smoothly alongside one another in our school to create a strong, consistent approach to reading and writing.

1. Secure foundations from RWI feed directly into Pathways to Write

By the time children enter Year 2, most have completed or are close to completing RWI. This means they come with strong skills in:

• decoding
• blending
• segmenting
• spelling using known sound–letter patterns

These skills support them in accessing Pathways to Write units confidently.

2. RWI spelling knowledge supports accuracy in writing

Pathways to Write expects pupils to apply phonics knowledge independently when composing sentences and editing their writing. Because RWI teaches children to spell using their growing knowledge of graphemes, this transfers directly into the writing tasks within Pathways to Write.

3. Consistent language routines help children move from phonics to composition

Both programmes use familiar language, such as:

• “Fred talk / segmenting” for spelling
• “say, write, check”
• oral rehearsal before writing
  These routines help children move smoothly from early decoding to confident sentence and text‑level writing.
• All classes participate in a 'Sound of the Day' activity every 3 days as part of rolling lesson starters.

4. Shared focus on high‑quality texts

RWI introduces children to decodable books with increasing complexity, while Pathways to Write builds on this by using rich, carefully chosen texts to deepen vocabulary and understanding. This ensures a seamless transition from early reading to more advanced reading‑into‑writing approaches.
 

5. Support for children still developing phonics

For children who still need phonics support beyond Year 2, staff continue to use RWI strategies during Pathways to Write lessons. This includes:

• practising sound–spelling links
• using known graphemes when drafting
• applying decodable word knowledge while writing

This helps all children participate fully in Pathways to Write.