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Phonics

Intent

 

At Emmaus it is our intention that every child will become successful, fluent readers and writers by the end of Key Stage One and we believe that this is achievable through a combination of strong, high quality, discrete phonics teaching combined with regular, daily opportunities for developing reading and writing skills. The teaching of phonics is a key strategy that is used to help our children to read, write and spell.  We acknowledge that children need to be taught the key skills in segmenting and blending to be equipped with the knowledge to be able to complete the phonics check at the end of year 1.  We value and encourage the pupils to read for enjoyment and recognise that this starts with the foundations of acquiring letter sounds, segmenting and blending skills.

The acquisition of reading skills is of the utmost importance to us here at Emmaus and therefore the teaching of phonics is given a high priority within school.  Phonics is taught daily and the phonic skills are modelled and reinforced throughout the day by all members of the team.  We have high expectations and children are encouraged to apply their skills in their independent play and through guided activities.  Their achievements are celebrated and these celebrations are shared with parents to involve them in their child’s learning journey.  We strive to ensure that all parents are aware of the importance of phonics and how to support their child at home by applying these skills in their reading and writing.  Through parent meetings and workshops we aim to provide them with the confidence and the tools to reinforce the child’s learning and have fun together learning to read.

 

 In order for the children to become competent readers and writers it is integral that we ensure:

(1) Consistency in the approach to teaching phonics throughout FS, KS1 and KS2 where appropriate;

(2) Rigorous planning, assessment, and tracking;

(3) Quality first teaching of stimulating, interactive lessons to support motivation;

(4) That all children are able to read by the end of EYFS (ELG) and the age of six. (Year 1 phonic screening test).

 

Implementation

 

Through the teaching of letters and sounds and Jolly Phonics the children are taught the essential skills needed for reading.    Pupils have regular reading sessions with an adult  and we ensure the pupils are regularly practising and applying their phonics knowledge. The children take home reading books which match their current phonics level and  they are encouraged to read regularly at home.  In the EYFS the continuous provision matches the pupil’s current knowledge and understanding whilst ensuring the children are suitable challenged.  

 

 

At Emmaus we aim to:

· Teach children to recognise the graphemes within words and associate them with the appropriate phoneme when reading.

· Encourage the use of segmenting and blending so that decoding skills provide a sound foundation for reading, writing and spelling.

· Establish consistent practice, progression and continuity in the teaching and learning of phonics and spelling throughout the school

· Deliver high-quality phonics teaching which secures the crucial skills of word recognition that, once mastered, enables children to read fluently and automatically enabling them concentrate on the meaning of the text. 

· Ensure that children are taught strategies to identify and decode ‘tricky words’ within the English language and high frequency words that do not conform to regular phonics patterns

 

Teachers regularly assess the pupil’s phonics knowledge using the phonics assessment, reading milestones and Reading Early Learning Goal (in EYFS). These regular assessments inform planning and allow teachers to identify any gaps in learning.

 

Time allocations for Phonics and related activities:

Phonics is taught daily to all children in Foundation Stage, and KS1. Extra support is provided to those in Year 2 who have not passed phonics screening in Year 1 and interventions are planned for those children who are working below expected levels.

Foundation Stage—Daily Phonics for 15 – 20 minutes.

 Key Stage 1—Daily Phonics 15 - 30 minutes.

 Key Stage 2—Phonics interventions / whole class focus where needed - games to consolidate and reinforce.

 

Impact

 

Through the teaching of systematic phonics, our aim is for children to become fluent readers by the end of Key Stage One. This way, children can focus on developing their fluency and comprehension as they move through the school. Attainment in phonics is measured by the Phonics Screening Test at the end of Year 1 and children who do not pass will repeat it in Year 2..   Attainment in reading is measured using the statutory assessments at the end of Key Stage One and Two. These results are measured against the reading attainment of children nationally.

However, we firmly believe that reading is the key to all learning and so the impact of our reading curriculum goes beyond the results of the statutory assessments.    We intend the impact of our Phonics and English curriculum will ensure our pupils are academically prepared for life beyond  primary school and throughout their educational journey.

 

  

Key Documentation - Please see below the Phonics curriculum on offer to our pupils.

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