Our approach to phonics
As a school, we aim to promote high standards of language and literacy. Throughout our English curriculum, we aim to nurture and develop in the children a love of literature and language as we believe that this is vital in achieving success at school and later in life.
We use Bug Club phonics as our chosen phonics programme. Bug Club Phonics is the dedicated phonics strand of Bug Club, a core reading programme that can be used for independent and guided reading from Reception to Year 6. Together, Bug Club Phonics and Bug Club provide a complete solution to teaching children to read in Reception and Key Stage 1.
At Beeford CE (VC) Primary School we are determined that every child will learn to read by the end of KS1. As a school we aim to:
· develop in children a love of reading.
· provide systematic phonics teaching that enables children to read rapidly.
· give children opportunities to apply what they have learned across the curriculum.
Beeford CE (VC) Primary School use Bug Club as its core phonics scheme following structured phases.
Using phased groups throughout Foundation Stage and KS1 enables all to work at their own individual level.
Phonics sessions are 20mins in both Foundation Stage and KS1. Additional sessions are delivered as interventions.
The utilisation of additional trained adults across the school ensures that phonics groups are small, differentiated and highly focussed.
Children are encouraged and given opportunities to consolidate their phonic knowledge in their independent writing across all subjects.
Beeford CE (VC) Primary School believes that the best phonics teaching is characterised by a differentiated planned structure and active participation by all children. Lessons are multi-sensory to cater for different learning styles.
Class teachers will have ultimate responsibility for planning and assessment of the children in their class and tracking the progress of their children.
Phonics is assessed termly and children are grouped accordingly in phases. Assessment data is analysed termly by the Headteacher and this is turn forms part of termly pupil performance reviews, identifying gaps in learning and additional support needed.