Subject Lead: Mrs Morrison
Trustee: Mr Partridge
Phonic skills underpin children’s learning in most curriculum areas and they rely upon them constantly in their everyday lives. The intent behind the teaching and learning of Phonics at Sheldwich Primary School is for all children to: learn phonemes and letter names in order for them to develop an ability to learn read fluently, accessing a wide range of texts and text-types for both purpose and pleasure, to become confident, independent writers who can write effectively for a wide range of purposes. Learning objectives in phonics should be specific to the phonemes being taught or a focus on blending and segmenting a word within a lesson.
In order to achieve the aims of our ‘Intent’ in Phonics we carry out the following at Sheldwich:
Lessons are taught daily (KS1) following the Sounds Write structure.
The phonics program focuses on the ability to read and write both real and pseudo phonetic words.
Children are taught in a both mixed ability and ability focused groups.
Learning tasks are differentiated where the teacher feels this is appropriate or impactful.
Support from LSAs or class teachers is available to all learners but individual pupils are targeted for support according to the outcomes of daily lessons and formal assessments.
Intervention programs / support groups are carried out by LSAs and Class Teachers with identified learners to instill confidence and further support those children who have found / are finding aspects of Phonics challenging.
Home Learning tasks are set to develop, review and further embed children's Phonics learning. (KS1)
Where possible, links are made with other subjects across the curriculum.
Reading and Phonics
Children take part in small group or whole class guided reading sessions where blending and segmenting words phonetically takes focus.
Children are given regular, Independent and structured reading time
Children have 1:1 reading opportunities with adults – Class Teacher, LSA, parent helpers, where phonics learning is focused upon, fundamentally through blending and segmenting.
Younger children are taught phonics and reading applying actions to their phoneme learning.
Children are encourage to write words phonetically in their English writing, unless one of the High Frequency words from their spelling list.
Each week the children will focus on writing words phonetically, using blending skills.
Teachers provide pupils with high-quality modelled writing example of words.
Teachers deliver lessons specifically focused on Phonics and Spellings, that encourage handwriting and sentence structure.
As a result of our teaching you will see:
Engaged children who are appropriately challenged.
Confident children who can all talk about Phonics and their learning within this subject area.
Lessons that use a variety of resources to support learning and extend children.
Learning that is tracked and monitored to ensure all children make at least good progress.
Children reading a wide range of high-quality fiction, non-fiction & poetry, effectively for purpose and with enjoyment and enthusiasm when for pleasure.
Children can decode texts clearly, fluently and confidently both internally and when reading aloud.
Children become increasingly independent writers, using their phonics knowledge.
Teacher assessment a vital part of daily Phonic lessons at Sheldwich Primary School. Teachers are expected to mark most lessons and encourage verbal feedback during speaking and listening phonic sessions Those that have been unable to fully meet objectives are identified by the teacher and given verbal feedback or support by an LSA or the teacher themselves in a timely fashion. Teachers formally assess the children on the phonemes they have learnt each term using a mixture of real and pseudo words. This enables the teacher to assess which children need more support and additional phonics teaching. At the end of Year 1 children completes the Phonics screening assessment.
Reception Baseline Assessment
Year 1 Phonics Screening
Key Stage 1 SATS
Reporting to Parents and Carers takes place on a regular basis through informal updates if/when required, during consultation sessions held twice a year and through a formal written ‘Mid-Year’ and ‘End of Year’ report.