Phonics

Intent:

At Scarning Primary School our intention is for every child to become a reader and a writer. We want to give our early readers the skills to decode words to enable them to be able to read fluently and the skills to segment words and spelling rules to become writers. We aim to develop each child’s confidence, resilience and engagement in reading and writing. We believe that all children should be motivated to read and want to read for pleasure. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.

We follow the DfE validated scheme Supersonic Phonic Friends in Reception and Key stage 1. Supported by the children's new 'Supersonic phonics friends' and rhyming captions and phrases, this approach ensure children develop confidence and apply each skill to their own reading and writing.  The scheme provides a coherently planned sequence of weekly lessons that supports the effective teaching of phonics within EYFS and KS1. The phonics programme intends to not only provide children with opportunities to develop the knowledge, skills and understanding essential for reading and writing, but also, to develop each child’s confidence, resilience and engagement in phonics lessons and a love for reading and writing.

Implementation

The Phonics Progression Map sets clear expectations for pupil’s progress within the phonics programme.

Firm Foundations in Phonics (aligned with phase 1 of Letters and Sounds) supports young learners to develop the knowledge, skills and understanding to discriminate between and use auditory, environmental and instrumental sounds. This phase is taught in Nursery/pre-school and runs throughout the teaching of phonics in basics 2 - 5.  In reception, children work within Basics 2 - 4. Here learners are introduced to phonemes/sounds (spellings) and graphemes/letters systematically. They also learn to develop and apply blending and segmenting skills for reading and writing.

Within Key Stage 1, children work through the Choose to Use and Switch it Spell plans.  In year 1 the children continue to apply their phonics knowledge and skills as the prime approach to reading and spelling. It focuses on phonetically decodable two-syllable and three-syllable words and the alternative ways of pronouncing and representing the long vowel phonemes. Furthermore, children will develop their ability to attempt to read and spell increasingly complex words.  In year 2, when secure at the previous phases, the children explore spelling patterns and grammar while also developing a breadth of knowledge, skills and understanding in the recognition and spelling of common exception words.

Assessment for learning is used daily within class to identify children in need of support to keep up. Summative assessment through Phonics Tracker and Pupil Asset (PITAs) allows teachers to track pupil’s progress over time. Regular assessments ensure teachers identify gaps and see which children are achieving. Children not making adequate progress can be identified immediately so that targeted support can be given. It provides opportunities for data analysis and encourages discussions around pupil progress.

The Supersonic Phonic Friends plans ensures a clearly defined structure to the teaching of phonics with a 4 part lesson model of revise, teach, practise and apply. The lessons (daily 25 - 30 minute lessons) enable all learners to develop and apply new skills. The application of the skills are supported through English lessons, individual and guided reading and whole class reading. In Reception children are also provided lots of opportunities to further apply these skills within fun and engaging activities through continuous provision. Phonics lessons allow children to apply and practise phonics skills and challenge learners. In reception we begin with a whole class teaching approach, where all children are exposed to the relevant expectations. Children who are identified as not making adequate progress receive intervention. By the summer term and into year 1, the children will be streamed into two or three ability groups.  We have invested in high quality phonics reading books (Word Sparks) and all children’s books are well matched to their reading ability to ensure that the application of phonics skills is applied and embedded.

Impact

The impact of using the phonics programme as the basis of phonics teaching within EYFS and KS1 will be for children to develop their phonics skills and knowledge through a systematic, synthetic phonics approach, while covering the statutory requirements outlined in the 2014 National Curriculum. It intends to not only provide children with opportunities to develop the knowledge, skills and understanding essential for reading and writing, but also, to develop each child’s confidence, resilience and engagement in phonics lessons and a love for reading and writing. The programme will prepare children for the statutory year 1 phonics screening check and ensures a consistent approach to phonics, which are clear to teaching staff and learners.