Phonics

Intent

At St. Mary’s, we recognise the importance of phonological decoding as one of a number of strategies to develop early reading skills.  When combined with reading dialogue and the promotion of reading for pleasure, children can apply these skills to tackle unfamiliar texts and to express themselves in written form, thus becoming more independent readers and writers

Through the teaching of systematic phonics, our aim is for children to become fluent readers by the end of Key Stage 1. Children can then focus on developing fluency and comprehension throughout the school. Attainment in phonics is measured by the Phonics Screening Test at the end of Year 1.

The aims of our Phonics curriculum are

• To provide pupils with a clear understanding of how the alphabet works for reading and spelling;
• To   enable   our   pupils   to   become   fluent   and   confident   readers   with   a   strong   phonological awareness;
• To develop pupils’ sight vocabulary to aid fluent reading;
• To provide opportunities for repetition and consolidation so that spelling and reading become automatic.

Implementation

Pupils will have a variety of teaching and learning experiences following Supersonic Phonic Friends. Pupils will be taught each phase in set year groups. All classes in Early Years and Key Stage One will receive a daily phonics input.

Each phonics session will follow the same structure.

1. Revisit/Recap

2. Teach

3. Practise

4. Apply 

Each phonics session will be well planned providing the children with a variety of multi-sensory, visual, auditory, kinaesthetic learning experiences.  Adults may make use of planning from ‘Phonics Play’ to support planning.  Through the ‘apply’ element of each session, pupils will use their phonic knowledge for reading and spelling.

Any child at risk of falling behind will also receive a pre and post teach to assist this from happening.

Impact

The phonic knowledge of all pupils in Nursery, Reception, Year 1 and Year 2 will be assessed termly and recorded. These assessments will be used to inform the teacher of individual pupils’ progress as well as highlighting any gaps which have emerged to shape the teaching of phonics for the coming term for the class, groups and individuals, including any additional teaching intervention which may be required.

In line with statutory requirements, all pupils in Year 1 will undertake a phonics screening. Prior to this, pupils will gain experience of accessing similar test materials as those used in the screening and a gap analysis will be conducted and used to address learning needs.

In line with statutory requirements, any pupils who do not meet the expected standard in the Year 1 phonics screen will be rescreened in Year 2. From September, they will be monitored and supported through close teacher assessment and regular phonic interventions. 

Any individual pupils who still are receiving phonics support after Year 2 will be assessed and monitored.