FAGLEY PRIMARY SCHOOL AND CHILDREN CENTRE

FAGLEY PRIMARY SCHOOL AND CHILDREN CENTRE

PHONICS POLICY

What does Phonics look like at Fagley Primary School?

Spring 1 2015

What do we use to inform our teaching?

The Letters and Sounds document is used throughout school to inform the progression and teaching of the different phases. What does Phonics look like across the school?

NurseryIn Nursery there is a great emphasis on developing speaking and listening skills individually and in small or larger groups. Phase 1 phonic activities are included as part of everyday teaching activities and then introduced more formally in small group sessions. There is a strong focus on developing the childrens capacity to listen, concentrate and discriminate between sounds and also to prepare children to enunciate sounds correctly.

Reception

In Reception, Phases 2 and 3 are introduced and taught in discrete sessions. Though initially taught as a whole class, children are then grouped according to attainment to meet the needs of the children. The classroom environment reflects the age related expectation. This way, children who need extra support still have exposure to the full range of phonemes taught.

As well as discrete teaching, children are encouraged to apply their phonic knowledge for a purpose in the daily provision. This might range from reading captions or environmental print to writing in the role play area. Writing materials are widely available for the children to use and children can access books at all times as well as take them home to read.

At the beginning of the school year, parents/carers are invited to a phonics session where they can see how phonics is taught and the correct pronunciation of sounds is modelled. Activities are provided to model how to blend and segment sounds to read and spell words and to show how these can be easily done at home to support childrens learning. Activities are also provided to show how this then progresses into reading simple captions and sentences. Parents/carers are also made aware of the expected phonic level for that year group.

All staff in Reception have received phonics training and have an understanding of how phonics should be taught effectively.

Key Stage 1

Phonics is taught every day in a discreet 20 minute lesson. Children are grouped according to their phonics attainment and are taught by the teacher and teaching assistants. Planning is provided by the teacher. Both Year 1 and Year 2 teach the age related phase. This level of phonics is the expectation and as a link to ensure application, the particular phonemes taught are incorporated into teaching in other areas of the curriculum so that children can use and apply what they have learnt in phonics sessions within other subjects.

In addition to learning particular phonemes for the week, there is also an expectation that children will learn to read and spell the high frequency words. Word boxes have been distributed to each year group and all children within Key Stage 1 have a word box containing the first 100 high frequency words. These boxes are checked regularly by both the teacher and teaching assistant to ensure children learn the words. Known words are then placed into a word book and are revised as appropriate. Once the first 100 high frequency words can be read, children are then moved onto the next 200 common words. It is expected that children will learn these words at home and progress through them at a good pace. All members of staff within Key Stage 1 have received phonics training.

Key Stage 2

It is recognised that phonics teaching and learning does not finish at the end of Key Stage 1. As children move into Key Stage 2, they begin the Support for Spelling program. However, children identified on the phonics tracker that are still working on the phases as outlined in the Letters and Sounds document, are provided with a tailored catch up and revision program alongside the age related expectation for the year group. Key word boxes are also provided and checked regularly for these children.

How is phonics tracked in school?

All year groups from Reception to Year 6 use a tracking sheet that breaks down the different skills required in each phase in the Letters and Sounds document. It is used to track the recognition of different phonemes and also the reading and spelling of the tricky words from each phase. These detailed trackers are updated regularly and are used to identify areas of development for children. The information from these is then used to inform teaching and also provide catch up sessions tailored to the needs of those children that are not making expected progress. It also allows children to be moved quickly within groups as they progress through the different phases. This information is also passed onto the next teacher at the end of the academic year so that learning can continue at a fast pace. Phonics trackers will continue through Key Stage 2 as appropriate to inform teaching alongside support for spelling work.

How do we assess phonics in school?

At Fagley Primary School there is a strong belief that spelling tests do not play a part in the assessment of childrens abilities to spell. Therefore the way children demonstrate their ability to apply phonic knowledge in their reading and writing is the main source of the assessments made.

During the writing process, teachers model sound talking of words within their teaching so that children will hopefully see the purpose of phonics sessions and apply that knowledge in their writing across the curriculum. When writing is assessed using the Suffolk materials and APP, there are sections based around spelling which can be used to identify how children have applied their phonic knowledge in their independent writing.

When planning guided reading, a decoding objective from the Bradford Reading Record is incorporated alongside objectives from other reading strands. These objectives clearly show what phonic skills children should be demonstrating in their reading and the phase at which these skills occur. The strategies and knowledge that children use can then be observed and recorded. In this way teachers can obtain a rounded picture of childrens phonic attainment.

Drafted Ratified by Governing BodyPlanned date of review

February 2015

Print name Signature Date

Head Teacher Chris Parfitt

On behalf of Governing Body

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