Phonics

'Our aim is for children to become fluent, independent and highly skilled readers'

We have introduced the revised ‘Little Wandle Letters and Sounds’ which is a complete systematic, synthetic phonics programme. 

Little Wandle Letters and Sounds draws on the latest research into how children learn best; how to ensure learning stays in children’s long term memory and how best to enable children to apply their learning to become highly competent readers. 

Phonics begins in Nursery – Daily ‘phase 1’ activities are introduced to embed the foundations for phonics. This will ensure children are well prepared to begin grapheme–phoneme correspondence and blending at the start of Reception. Daily phonic sessions continue into Year 1 and the Autumn term in Year 2.

Throughout the phonics programme, progress is tracked and monitored closely to identify children who require ‘keep up’ sessions. These short sessions will be specific to individual needs and will take place throughout the school day.

Children in Key Stage 2 will continue to receive ‘keep up’ interventions until they have a secure knowledge of phonic phases 1-5.

How children learn to read

  • Phonics is the only route to decoding.
  • Learning to say the phonic sounds.
  • By blending phonic sounds to read words.
  • Increasing the child’s fluency in reading sounds, words and books.

Reading fully decodable books

  • Children must read books consistent with their phonic knowledge.
  • It is essential not to use other strategies to work out words (including guessing words, deducing meaning from pictures, grammar, context clues or whole word recognition).  
  • Books must be fully decodable and follow the Little Wandle scheme
  • Children need to read books in a progressive sequence until they can decode unfamiliar words confidently.

The role of Parents’ and Carers’ 

  • Have a positive impact on their child’s reading.
  • Should model the importance of reading practice to develop fluency.
  • Children take home books they have read at school to re-read at home to build fluency.
  • There are two different types of books that pupils bring home: reading practice and books to share for pleasure.
  • Reading at home encourages a love of books, along with developing vocabulary and discussion.
  • Parents should use voices, expression, discuss unfamiliar vocabulary, talk about the pictures, and predict what might happen next.
  • Give positive yet informative feedback in the home reading diary at least 3 times a week

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 sharing 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!

Phonics Screening Checks

​Please find the uploaded phonics checks from previous years below:-

2012   2013   2014   2015   2016

2017   2018   2019

Spelling

Current teaching practice and resources are to be in line with the new 2014 English curriculum. Children will be taught spelling strategies using a variety of approaches as set out in English Appendix 1 of the new curriculum (statutory requirements) and from the National Letters and Sounds document. Spelling Journal will be used from Y3 – Y6.

  • In Reception children will complete phases 1 – 4 of Letters and Sounds and will be taught at least 4 sounds per week using the Jolly Phonics approach during a daily dedicated phonics lesson (20 minutes)
  • In Year One and Year Two children will complete phases 4 – 7 of Letters and Sounds during dedicated phonics lessons (20 minutes, 4 times a week) and receive weekly spellings
  • In Year Three (Class 3) children will revise Letters and Sounds and practise spellings (20 minutes, 4 times a week) using Spelling Journal, and receive weekly spellings
  • In Key Stage 2 children will receive a dedicated weekly spelling lesson. Spelling Journal will be used and weekly spellings will be sent home. Some children will receive an additional piece of homework related to their spellings which will be taken from Spelling Journal. All children from Year 1 onwards will be given a list of weekly spellings to practice at home.