At Earlsmead Primary we strive to ensure all children become fluent readers by the end of Key Stage One.
- To teach children aural discrimination, phonemic awareness and rhyme awareness in order to encourage good spelling.
- To encourage repetition and consolidation, so that spelling becomes automatic.
- To encourage children to segment and blend.
- To learn to read and write all 44 graphemes in the English language.
- To teach children specific strategies to help them remember tricky words.
- To ensure that the teaching of phonics is lively, interactive and investigative.
- To encourage children to apply their phonic skills in all curriculum areas.
The Curriculum, Teaching and Learning Expectation
Nursery - Children to access differentiated phase one teaching through short guided groups daily and the learning environment provision. All Key Persons to segment and blend words regularly and to have a secure knowledge of the Letters and Sounds programme through CPD.
Reception - To teach Letters and Sounds daily for 20 minutes from the child’s start date. To differentiate the groups to ensure children are reaching their full potential and support given is appropriate. For all children to have completed phase 2 and 3 by the end of the year and be ready to start phase 4 in Year One.
Year One - To teach Letters and Sounds daily for 20 minutes. To differentiate the groups to ensure children are reaching their full potential. For all children to review previous phases and to have completed phase 4 and 5 by the end of the year and be ready to start phase 6 in Year Two. We aim to ensure that all children are able to pass their Phonics screening test by the end of Year 1.
Year Two - To teach Letters and Sounds daily for 20 minutes. To differentiate the groups to ensure children are reaching their full potential. For all children to have completed phase 6 by the end of the year also to regularly revisit the sounds and tricky words learnt throughout the Letters and Sounds document. For all children who did not pass the Phonics Screening test in Year 1 to have the necessary support and interventions to do so at the end of Year 2.
Year Three - To teach Letters and Sounds daily for 20 minutes if at least 70% of the cohort have not completed the Letters and Sounds programme. If only a small proportion have completed the programme- an intervention group can be set up to support this group.
Key Stage Two - further interventions to run for children who have not completed the Letters and Sounds document.
Phonics across the Curriculum
Children are encouraged to use their phonic skills across all curriculum subjects. All teachers and teaching assistants model the correct articulation of the phonemes and children are given opportunities to articulate individual phonemes. We have a strong emphasis on the application of phonic knowledge at the point of learning. Planning ensures each phonics session shows evidence of new learning not just consolidation.
Teaching and Learning Styles
The school uses the Letters and Sounds document. Letters and Sounds is taught throughout the whole school. Our principal aim is to develop the children’s phonological awareness, ability to segment and blend words and read tricky words on sight- to become fluent readers! Our teaching at all levels should include:
- Teacher exposition
- Whole class, group and individual work
- Tricky word vocabulary
Whole class teaching of phonics is planned on an Earlsmead Primary Planning form, found on the staff share under coordinators- literacy- phonics- planning- whole class. This format includes the revisit/ review- teach- apply- assessment sections recommended by the Letters and Sounds document.
All Early Years and Key Stage One classes are split into differentiated groups for daily phonics sessions – each teacher plans for their own group and any teaching assistants who lead phonics groups will have plans provided for them by the class teacher. Some more experienced teaching assistants will plan for their own groups.
We aim to encourage all children to reach their full potential through the provision of varied opportunities to access phonics. We recognise that our phonics planning must allow pupils to gain a progressively deeper understanding of the phonetic structure of the English language as they move through the school to ensure all children are provided with the key tools needed to become a fluent reader. Careful thought will be given to the provision of appropriately structured work for children with SEN, often through intervention groups. The school has a variety of strategies to enable all children to have increased access to the curriculum through a broad – based, multi-sensory, visual, auditory and kinaesthetically planned phonics sessions.
The most able children within our school, including those children who are Gifted and Talented, are identified so that their individual needs are acknowledged. Planning attempts to ensure that the level of challenge is appropriate to their specific needs.
The Early Years Foundation Stage
We encourage the development of Literacy skills in the Reception class as this is part of the Early Years Foundation Stage. We relate the Literacy development of the children to the objectives set out in the Development Matters and Early Learning Goals. The children’s learning includes developing letter and sound recognition, word building and word recognition as part of their phonic, spelling and handwriting development and they follow the Letters and Sounds programme.
National Phonic Screening
All children in Year One will be screened using the National Assessment materials in Term 6, end of June. If the children in Year One fail the screening they will be retested when they are in Year Two. This data will be submitted to the local Authority.
OTHER CURRICULUM SUBJECTS AND AREAS
Art / Computing / Design Technology / English / Early Years Foundation Stage / Geography / History / Maths / Modern Foreign Languages / Music / Personal, Social, Health and Economic Education / Phonics / Physical Education / Pupil Voice / Religious Studies / Science / Spiritual, Moral, Social and Cultural Development