Implementation - How do we achieve our aims?
We believe that learning to read is key to academic success, and this is supported by research by the EEF (education endowment foundation.) Phonics teaching is recognised as an important component in the development of early reading skills, particularly for children from disadvantaged backgrounds. The EEF considers phonics to be one of the most secure, and best evidenced areas of pedagogy. Studies have shown that and effective SSP programme has a positive overall impact (+ 5 months). Our reading curriculum ensures children have opportunities to read for practise, read for meaning and read for pleasure. High quality phonics teaching provides children with skills to learn how to read (reading for practise), which enhances reading for meaning and makes reading more pleasurable. Therefore, phonics is a vital part of our curriculum, forming the building blocks on which our reading curriculum is based on.
A Systematic Approach
To allow our children to develop a strong phonic awareness and effective blending and decoding skills, we have chosen to use a DfE validated synthetic phonics programme called Twinkl Phonics. The programme is a systematic, synthetic approach to teaching phonics, with clear expectations that are laid out term by term from Nursery to Year 6.
Access to Appropriate Books
Integrated into the programme are high-quality reading books. We have phonetically decodable books from Oxford Reading Tree that match to each grapheme the children learn, this ensures that the children apply their phonic knowledge in context through writing and the use of high quality reading texts.
Embedded in the programme are six-weekly assessment tasks, which allow teachers to identify any children that may need extra support. Continuous formative assessment will also inform teacher assessments.
Strong foundations - In Nursery phonics lessons you'll see...
Rigorous practise – In Reception and Year 1 phonic lessons, you will see…
Progression through the programme
Children are assessed at the end of Year 1 using a Government Statutory Assessment Tool known as the Phonics Screening Check. This Screening Check confirms whether a child has learned phonic decoding to an appropriate standard and will identify sounds needing further support in Year 2. Children are assessed 1:1 by the phonics leader, who is a familiar adult to them. Those who do not pass, will continue their phonics lessons in Year 2, alongside Whole Class Reading. This allows for them to consolidate and develop their confidence, within a group aimed at their specific ability, ready to retake the screening at the end of Year 2.
Support to catch up - In Years 2 - 6
Although we expect most children will have successfully completed the phonics programme by the end of Year 1, we recognise that some children may benefit from further instruction, and we will ensure that high quality phonics provision is in place for:
These interventions will look different for different children. In Years 2 - 6 you may see:
Impact- How will we know we achieved our aims?