3. THE MAIN AIMS FOR THE TEACHING OF PHONICS AND SPELLING

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1 POLICY TITLE: REVISED: 17 th April 2013 NEXT REVIEW DATE: Spring / 2015 APPROVED BY COMMITTEE: Pupil Matters Committee 1. INTRODUCTION Lambs Lane aims to provide a safe, secure and stimulating environment where all children have the opportunity to read, write and speak with confidence, fluency and understanding. We ensure that there is equality of access and opportunity for all children to develop their Literacy skills in order that they achieve their full potential. 2. SCHOOL POLICY AND THE NATIONAL CURRICULUM The Phonics and Spelling policy is an important source of guidance and information for teaching staff and works in conjunction with the school s Literacy Policy. Its aim is to clearly set out the approach of Lambs Lane Primary School regarding the teaching and learning of Phonics and Spelling with relation to the National Curriculum and the National Literacy Strategy. The implementation of this policy is the responsibility of all members of staff. Phonics and Spelling teaching at Lambs Lane Primary School is based on the Jolly Phonics, Letters and Sounds and Support for Spelling programmes with use of resources from Spelling Kit in Key Stage THE MAIN AIMS FOR THE TEACHING OF PHONICS AND SPELLING To enable recognition of letter sounds and letter formation To write unknown words in a phonetically plausible way until rules of spelling are taught and learnt To enable children to construct words from separate learnt phonemes To teach patterns and spelling rules in a progressive way with reference to a synthetic phonics scheme. REVISED DATE: 17/04/2013 Page 1 of 5

2 To enable children to learn, investigate and remember spelling rules and patterns through a variety of teaching and learning methods To enable pupils to learn from their own spelling mistakes and become more independent in their learning of words To teach children the Look, Cover, Say, Write, Check method when practising their spelling patterns and rules 4. THE MAIN OBJECTIVES FOR THE TEACHING OF PHONICS AND SPELLING Jolly Phonics actions and pictures are used initially to teach the sounds (phonemes) and a written representation (grapheme). Sounds (phonemes) are introduced in the order specified in the Letters and Sounds programme except the vowel diagraphs: ie, ue and ou Letters and Sounds is taught for 20 minutes at least four days per week Teaching of spelling is practical and activity based Children are encouraged to write independently and attempt their own spellings, using their phonic knowledge from the beginning. Adults assist children to use their knowledge of phonics and spelling patterns Children are also encouraged to use word banks and alphabet/phoneme mats to support their spelling in their independent work Phonics and spelling teaching is differentiated to support all children Parents are encouraged to support children in their phonic and spelling development and form parts of their phonic and spelling education 5. ORGANISATION In EYFS and KS1 a 20 minute phonics session is taught at least four times per week. In KS2 spelling is taught as part of the literacy and creative curriculum lesson and as a focused session once a week. Support for Spelling is used from Year 3 to teach specific spelling objectives. TRACKs Spelling Support programme is an intervention used in lower Key Stage 2 for children who reached phase three in Year 2. In Year 3, phase 5 Letters and Sounds is taught in small groups to children who reached phase 4/5 at the end of Year 2. In Upper Key stage 2, children who have not achieved phase 6 in Letters and Sounds will be considered for TRACKs intervention. REVISED DATE: 17/04/2013 Page 2 of 5

3 Interactive whiteboard programs, outdoor activities for children, whiteboards, magnetic letters etc are used to ensure that the teaching of spelling is practical and activity based Planning in EYFS and KS1 follows the read- teach practice- apply format In EYFS and KS1 phonics is taught in groups and is differentiated Spelling and phonics sessions should be fast paced and fun Teaching is based on identified learning objectives and is planned to ensure high expectations and progression 6. RESOURCES In EYFS and KS1, each class is equipped with a range of flash cards, grapheme displays, white boards and pens, magnetic letters, games, phoneme frames and objects to support the introduction of new sounds. In KS2, each class is equipped with a Spelling Kit resource box which includes workbooks and games. ICT is used to support a range of activities across KS1 and KS2. 7. INCLUSION Refer to the Special Educational Needs Policy for further information. 8. EQUAL OPPORTUNITIES Refer to the Equal Opportunities Policy for further information. 9. PLANNING, ASSESSMENT, RECORDING AND REPORTING Refer to the Planning, Assessment, Recording and Reporting Policy for further information. Curriculum and Planning Long term and medium term planning for each year group is based on the teaching programme in Jolly Phonics, Letters and Sounds and the Support for Spelling programme. Short term planning is recorded each week. These plans outline the specific learning objectives to be taught that week, vocabulary and resources to be used, main teaching activities and differentiated activities. REVISED DATE: 17/04/2013 Page 3 of 5

4 Letters and Sounds planning follows the read- teach- practice- apply format Assessment and Recording Assessment is a vital tool in the teaching of phonics and spelling, designed to monitor pupils progress and measure attainment. Assessment opportunities are built into the planning of lessons and a range of other methods are used as appropriate. These include: Foundation Stage Profile completed during the Reception Year. Statutory phonics testing at the end of Year 1 and Y2 SATs spelling papers in Years 2-6. KS1 and KS2 use the Helen Arkell spelling assessment twice a year in September and February In KS1, end of phase assessments are carried out. Teacher assessments are completed each term and recorded on a tracking grid. Listening to reading and assessing writing to indicate application of phonics and spelling Monitoring and Review End of year assessments are recorded and passed on from one year group to the next Implementation and monitoring of plans Evaluation of statutory Year 1 phonics test Analysis of KS1 and KS2 results including optional SATs and teacher assessments. Regular classroom observations. Regular review of resources. Co-ordination ensures training is provided for all staff 10. HOMEWORK Refer to the Homework Policy for further information. 11. SUBJECT CO-ORDINATOR The main aspects of this role are: Ensuring the Jolly Phonics, Letters and Sounds and Support for Spelling programmes are implemented effectively. Working closely with staff, offering guidance, support, leadership and arranging in-service training as appropriate. Managing, storing and updating resources. Monitoring the quality of teaching and learning throughout the school. Co-ordinating the review and updating of the policy when necessary. Ensuring the phonics and spelling action plan is implemented, monitored, evaluated and reviewed in line with SDP priorities. REVISED DATE: 17/04/2013 Page 4 of 5

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