Phonics
Purpose of Study
At the Wye Forest Federation, we are passionate about ensuring all children become confident and enthusiastic readers and writers. We follow the Read Write Inc. Phonics programme to ensure our pupils learn to read and write effectively and quickly. Through the systematic teaching of phonics all children learn to read fluently and confidently by the end of year 1/ beginning of year 2. Through RWI phonics children learn a simple alphabetic code followed by a more complex code. Embedding the alphabetic code early on means that pupils quickly learn to read and write simple words and sentences. Phonic knowledge is accurately modelled within English lessons for all EYFS and early key stage 1 children. All reading books progress cumulatively, matched to the sound’s children are learning and already know. The teaching of phonics is of high priority. Our aim is for pupils to complete the phonics programme as quickly as possible. The sooner they complete it, the sooner they will be able to choose books to read at their own interest and comprehension level and develop their independence as a reader.
- The systematic teaching of phonics takes a high priority throughout the Early Years Foundation Stage (EYFS) and Key Stage 1. Phonics is taught daily to all children in the EYFS, Year 1 and those in Year 2 who have not completed the RWI phonics programme. Adults also read to the children daily to promote a love of reading.
- Children take part in daily synthetic phonic sessions, which follow the RWI scheme.
- Within the progress groups we teach pupils to work effectively with a partner to explain and consolidate what they are learning. This provides the teacher with opportunities to assess learning and to pick up on any difficulties.
- They are taught in progress groups to master skills. Children work within their progress groups for 30 minutes each day, this includes both a speed sound and storybook element.
- Learning is consolidated daily both in our progress groups and throughout the day. It is also supplemented with 1:1 tutoring for children who are making slower progress or not meeting the expected standard.
SEND
Our adaptive approach and response to the children in the moment is key. This enables us to ensure that learners with SEND receive explicit teaching of concepts, more time to process new learning and assistance to make connections.
- Children with SEND and those whose progress is slow will be taught in the smallest groups by our strongest phonics teachers.
- Tutoring will be used accelerate their progress. Incidental teaching of sounds will be targeted at those children who need it and is a key feature in our Foundation phase and Key Stage 1 classrooms.
- Within our daily phonics teaching children are supported to develop clear pronunciation of sounds.
- Thorough following the Read Write Inc lesson plans we ensure children have the opportunity to apply new sound knowledge in different positions in words and within words of differing lengths.
- All phonics teachers ensure that learners can see all resources. We ensure that learners can clearly see the teacher’s mouth and hear their voice when they are enunciating.
- Fred fingers are modelled and children are supported to use these within reading and writing.
Through phonics our children will learn to:
- Decode letter-sound correspondences using their phonic knowledge and skills.
- To read common exception words on sight.
- To understand what they can read.
- To read aloud with confidence, fluency and expression.
- To develop letter formation.
- To spell quickly and easily by segmenting the sounds in words.
Assessment
- Data and tracking is used effectively to ensure gaps are closing between all groups.
- Children are assessed daily in their lessons and formally using the Read Write Inc assessments each half-term. However, we are responsive to the needs of our children and our reading leader monitors the progress of all children to ensure they are working within the most appropriate progress group.
- Tracking identifies sound gaps and reading targets for all children.
- We are aiming for all pupils to become confident, fluent readers by the end of Year 1/ beginning of Year 2. Therefore providing them with the skills to access a full curriculum and develop a life-long love of reading.
- Last year 85% of pupils across the federation met the standard in the phonics screening check. Passing the screening check means that our children can confidently decode. This then enables them to develop their fluency and expression as a reader and access a wider range of texts to match their interests.