Phonics
Implementation
What do we teach? What does this look like?
At Sidlesham Primary School, phonics is taught across EYFS and KS1 as well as in intervention sessions across KS2. Using the RWI programme of study, we are able to teach in a way that follows best research, which indicates that, when phonics is taught in a structured way – starting with the easiest sounds and progressing through to the most complex – it is the most effective way of teaching young children to read. According to the Department for Education (DfE), almost all children who receive good teaching of phonics will learn the skills they need to tackle new words. They can then go on to read any kind of text fluently, confidently and read for enjoyment too. Within the daily RWI sessions children will be encouraged and supported to not only develop their decoding skills but also their comprehension and fluency skills.
In EYFS, they are taught how to recognise the sounds that each individual letter makes, identify the sounds that different combinations of letters make (special friends) – such as ‘sh’ or ‘oo’ and then blend these sounds together from left to right to make a word. Children can then use this knowledge to ‘decode’ new words they hear or see.
In KS1 we continue to develop children’s phonics knowledge through the RWI scheme. The children learn set 2 and 3 sounds, which enable them to read and write a range of words. Children learn different representations of a sound (‘graphemes’), for example ay, a-e, ai. This enables children to become more confident with not only their reading, but also spelling and develop skills which are transferable to their Literacy. In Year 1 there is a greater emphasis on the reading of the sounds, whereas in year 2 this progresses by using the graphemes more in spelling.
The RWI sessions across EYFS and KS1 are taught five times a week (Monday-Friday) and last for 45 minutes. Each session is broken up into different parts including: revision of previous sounds taught, teaching of a new sound, reading words with the new sound and writing them. Children are grouped for daily reading sessions across EYFS and KS1 and during this time use RWI phonic based reading books. This ensures that there is consistency between our phonics and reading sessions and that children apply their new phonics knowledge to reading books, giving them a purpose and sense of achievement.
Phonics is also embedded across the curriculum and the children are encouraged to use phonics to support them in a range of work. Phonic sound charts are displayed in each classroom across the school. Children are encouraged to use these to support their writing in all lessons across the curriculum.
All children are assessed using the RWI assessments test at the end of each half term and then placed in a group that is matched to their ability. We are constantly informally assessing the children to make sure that they are at a place where they are accessing books at an appropriate level. If needed children receive additional support to help them on their journey to becoming a confident reader. The assessment identifies the children's progress so far as well as their targets.
The final Year 1 Phonics Screening test, takes place in June. The check is designed to confirm whether individual children have learned sufficient phonic decoding and blending skills to an appropriate standard. The test consists of 40 words – it is a combination of 20 real words and 20 pseudo words (nonsense words) for the child to read 1:1 with their teacher. This is carried out by a member of staff who has undertaken the phonics testing training and who the children are familiar with. Children who do not pass this in Year 1 will be re-assessed in Year 2, in the same manner. The results of this are reported to parents in the summer.
Throughout the year we invite parents to phonics workshops and training sessions, which support the parents in listening to their child read and encouraging their child’s development of phonics. Home reading books also follow the RWI scheme, ensuring continuity and these match individual reading levels. Reading books are changed on a weekly basis.
Impact
What will this look like? What will they be able to do as a result of our teaching?
Through the teaching of systematic phonics, our aim is for children to become fluent readers by the end of Key Stage 1. With decoding taught as the prime approach to reading, pupils will become familiar with this strategy and have the confidence to work out unfamiliar words in any new texts they encounter even when they have come to the end of the RWI programme. Pupils will have the opportunity to develop their fluency and comprehension as they move through the school; accessing a range of texts independently. Attainment in reading is measured using statutory assessments such as the end of EYFS, Key Stage 1 and 2 and following the outcomes in the Year 1 Phonics Screening check. Additionally, we track our own reading attainment through the use of RWI half termly and screening assessments, NFER reading papers and Comprehension Conversations plus ongoing teacher assessment.