At Roselands Primary School, we believe that the diligent, concentrated and systematic teaching of phonics is central to the development of early reading.

We want all pupils to benefit from consistent phonics teaching methods and we use a systematic, synthetic approach to decoding words. At Roselands, we use the Little Wandle Letters and Sounds Revised programme for the explicit teaching of phonics and its linked books for the application of phonics in reading.

 

 

 

 

 

Purpose  

At Roselands we aim for all pupils to: 

• Access age-appropriate phonic phase daily sessions; 
• Enjoy a multisensory approach to learning phonics, ensuring that all sessions are active and cater for the needs of all children; 
• Encourage all children to identify, segment and orally blend words; 
• Use sound buttons to identify graphemes in words;
• Be fully engaged in the discrete teaching phonic sessions and have regular access to high-quality teaching;
• Read fluently by securing both word recognition skills and automatic decoding skills that allow them to concentrate on the meaning of the text;
• To pass the phonic screening check in Year 1 and to make at least expected progress from their starting point (if children pass their phonic screening they should achieve the expected standard in both reading and writing)
• Apply their phonic knowledge and skills to both their reading and writing

Assessment 

Assessment in phonics takes the form of observation within phonics lessons and during activities involving reading and writing, which demonstrates the children’s application of their phonics knowledge. Each half-term, formal assessments take place and, where needed, identified children will be supported during daily intervention sessions outside of the daily lesson. In addition to this, there are more formal assessment checkpoints throughout the year. These assessments are recorded in a variety of ways and used to inform planning and intervention, as well as end-of-year judgements for each child in all areas of the EYFS or National Curriculum. 

EYFS assessment

At the end of the summer term, teachers provide attainment results to parents/carers, reporting their child’s progress and attainment against the Early Learning Goals or National Curriculum Age-Related Expectations. These final assessments at the end of the year are also used to inform the child’s next class teacher to highlight strengths and next steps for development. 

 

KS1 assessment

During Year 1, the children are prepared for the statutory phonics test in June. During February and May, the children are assessed to check progress and to inform future planning that will support them towards achieving the threshold score in June. In the summer term of Year 1, all pupils complete a phonics screening test to assess their skills in decoding real and nonsense words.  Parents are informed in their child’s end of year report whether they have met/not met the threshold.  Any pupils who have not met the threshold are supported during Year 2 and then re-screened in the summer term of Year 2. 

Inclusion 

Due to developmental delay and learning difficulties, some pupils will need high levels of additional support to acquire phonological processing skills and will learn at a different rate to their peers. Class teachers will discuss with parents if their child is needing additional support. 

Supporting your child with reading

Although your child will be taught to read at school, you can have a huge impact on their reading journey by continuing their practice at home.

There are two types of reading book that your child may bring home:

A reading practice book. This will be at the correct phonic stage for your child. They should be able to read this fluently and independently.

A reading for pleasure book.  Your child will not be able to read this on their own. This book is for you both to read and enjoy together.

Reading practice book

This book has been carefully matched to your child’s current reading level. If your child is reading it with little help, please don’t worry that it’s too easy – your child needs to develop fluency and confidence in reading.

Listen to them read the book. Remember to give them lots of praise – celebrate their success! If they can’t read a word, read it to them. After they have finished, talk about the book together.

Sharing book

In order to encourage your child to become a lifelong reader, it is important that they learn to read for pleasure. The sharing book is a book they have chosen for you to enjoy together.

Please remember that you shouldn’t expect your child to read this alone. Read it to or with them. Discuss the pictures, enjoy the story, predict what might happen next, use different voices for the characters, explore the facts in a non-fiction book. The main thing is that you have fun!