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Phonics

The Teaching of Phonics

at Oaklands Community Primary School

 

At Oaklands Community Primary School we aim to develop the full potential of all our pupils as confident, literate readers and writers; to enable children to learn phonic knowledge and skills with the expectation that they will become fluent readers, having secured word building and recognition skills. For children to develop as competent readers and writers, it is essential that they have a secure understanding of the letter sounds and spelling system of the English language. Phonics skills are developed through planned, systematic lessons which then lead to the enjoyment of a variety of books, the appreciation of different genres and the ability to access information independently.

 

Our primary aims are:

  • To promote confidence and positive attitudes to reading.To develop phonetic skills which lead to fluency when blending and reading.
  • To give children strategies that will enable them to become fluent readers and confident writers.
  • To establish consistent practice, progression and continuity in the teaching and learning of phonics and spelling throughout the school.
  • To monitor each child’s progress through the use of a range of assessment strategies: supporting those who are progressing slowly in acquiring reading skills through personalised interventions.

 

At Oaklands Community Primary School we teach synthetic phonics throughout Key Stage One. We follow the ‘Twinkl’ programme which provides a structured and systematic approach to the teaching of phonics. It aims for children to develop fluent word reading skills and have good foundations in spelling by the end of Key Stage One. 

 

Progression and Delivery

The six phases of the programme provide a structure for the teachers to follow and plan for children’s progression. The teachers adapt their planning and deliver their teaching to meet the needs of the children within their class. High-quality phonic teaching secures the crucial skills of word recognition that, once mastered, enables children to read fluently and automatically. Once children are fluent readers, they are able to concentrate on the meaning of the text. Children need to acquire secure and automatic decoding skills and progress from ‘learning to read’ to ‘reading to learn’ for purpose and pleasure. The ultimate goal of learning to read is comprehension.

 

From the moment children start school in EYFS, they are taught phonics.  These daily sessions are in addition to activities within our indoor and outdoor learning environments. Children use and apply their knowledge and skills to read and write across the curriculum. Reading is practised daily through sharing stories and their home reading books are closely matched to their phonic ability.

 

The table below indicates the phonics progression through EYFS and Key Stage 1 

Age Related Expectation (ARE)

 

 

End of EYFS

 

 

 

End of Yr 1

 

 

 

End of Yr 2 

Phonic Phase

2

3

4

5

6

 Home Reading Book

Pink

Red

Yellow

Light blue

Green

Orange

Turquoise

Purple

Gold

White

Lime

 

Tracking and Assessment

Regular monitoring allows staff to ensure that all children are making expected progress. Reading is important; all children are assessed half termly to ensure any child who may fall behind can catch up quickly. Children’s assessments are  monitored by the Phase Leaders and Senior Leadership Team.

 

Year 1 Screening Check

Every Year 1 child in the summer term will take a Phonics Screening Check. This is phonics based check where children will be expected to read 40 simple, de-codable words including nonsense, or alien, words. This is a progress check to identify those children not at expected level in their reading. Children will be rechecked in Year 2 if they do not reach the expected level. Any child working below the level of the screening check may be dis-applied, with the acknowledgement of the parent/carer.

 

Intervention

For children who do not make expected progress, quick catch up is needed. Depending on the needs of individuals, this may include additional individual or small group tutoring. Children in lower Key Stage 2, children who have not passed the phonic screening check in Year 1 or Year 2, receive daily phonics teaching in line with their phonic ability. This is in addition to classroom input in daily literacy lessons.

 

Inclusion

Our aim at Oaklands Community Primary School is that every child’s needs are catered for and every child is given the chance to succeed and become a competent reader. It is our aim to give every child the opportunity to experience success in learning and to be the best that they can be. Teachers include all pupils fully in their daily phonic lessons. All children benefit from participating in watching, and listening to other children demonstrating and explaining their ideas. Differentiated work, appropriate to individual children’s needs, is provided in the independent work during the day and also during intervention sessions. S.E.N.D pupils have a ‘One Page Profile’ and specific literacy targets to be addressed during phonics lessons.

 

The following documents may be useful to support your child at home:

 

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