Our approach to phonics
We follow the Letters and Sounds principles and practice of high-quality phonics. The six phases of the Letters and Sounds document provides a structure for class teachers to follow and plan for children’s progress. Teachers carefully adapt their planning to meet the needs of children within their phonics group. Teacher’s assessment of individual children will inform the rate at which children are able to progress through the phrases and will adapt their pace accordingly. High-quality phonics teaching secures the crucial skills of word recognition that, once mastered, enable 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.
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 Letters and Sounds as its core phonics scheme following structured phases. Our youngest children supplement this with Jolly Phonics materials. Using Letters and Sounds 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. 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.