Deeping St James Community Primary School. Phonics Policy

Transcription

1 Deeping St James Community Primary School MISSION STATEMENT Phonics Policy We aim to provide children with the necessary skills to communicate creatively and imaginatively, therefore enabling them to succeed in the wider world. We recognise the importance of a systematic approach to the teaching of reading and writing throughout the school, including a progressive and engaging highquality Phonics and Spelling programme. Aims Ensure children are given the skills to: decode written words in order to read and write effectively. recognise words that cannot be decoded and read/write them correctly. have the confidence to read fluently and expressively in order to focus on the meaning of the text. recognise how words are constructed using the appropriate phonetic vocabulary. enjoy using words and language, progressing from learning to read to reading to learn. Establish consistent practice, progression and continuity in the teaching and learning of phonics and spelling throughout the school. To differentiate phonics and spelling work according to the needs of the pupils and ensure they are given sufficient challenge at a level which they can experience success. Provide children with varied and explicit word work strategies that enable them to become fluent readers and confident writers on a regular basis. Make sure children are prepared for summative testing (SATS and Year 1 Phonics Screening check).

2 These aims will be achieved by: Regular explicit phonics sessions differentiated according to children s needs. Formative and summative assessment carried out by the class teacher/phonics Co-ordinator on a regular basis. Observations of teaching carried out by the Phonics Co-ordinator and Headteacher. Data Analysis to be discussed with staff and used to improve the delivery of phonics and spelling. Supporting and communicating with parents about the importance and delivery of effective phonics. Principles of high-quality phonics teaching It is imperative that phonics and spelling is taught systematically and discretely and that phonics is the prime approached used in the teaching of early reading. Early readers should be taught: grapheme-phoneme correspondence in a clearly defined sequence (letters and sounds) apply the skill of decoding and blending all phonemes in a word in order to read it. be able to segment the phonemes in a word to spell leading on to selecting the appropriate grapheme. that blending and segmenting are reversible processes. High-quality teaching is most effective when: it is part of a rich, broad and engaging curriculum that allows children to become independent and creative thinkers. opportunities are provided throughout the curriculum to develop and secure their growing speaking, listening and language skills as well as at home (e.g. appropriately levelled reading books). it is systematic, following a carefully planned programme. it is taught discretely and daily at a suitable pace.

3 it is multi-sensory and uses a variety of captivating and challenging games/activities and strategies. it is time-limited so that the majority of children are confident readers by the end of Key Stage One. children s progress in developing and applying their phonic knowledge is carefully assessed and monitored. Organisation and Teaching of Phonics The teaching of Phonics at Deeping St James Community Primary School will follow the teaching sequences set out in Letters and Sounds, supported with resources from Read Write Inc. Spelling in KS2 will follow the Read Write Inc. Get Spelling programme. Reception In Reception, children will be introduced to Phonics starting at Letters and Sounds Phase 1. Phonics will be taught through a daily session lasting between minutes. Opportunities are also provided throughout the learning environment for children to develop and extend their phonic skills. A phonics display is used to show children previous and current phonics learning. Guided reading sessions are introduced using books linked to the phonic phases. Reading books are introduced that are related to the individual child s phonic phase. Expectations of progression: Term 1 and 2- Phase 2 Term 3 onwards- Phase 3 Throughout Reception- Phase 2,3 and early phase 4 to be taught and applied in independent writing. Key Stage One In Year 1, the teacher conducts an initial assessment of phonic knowledge and children are grouped accordingly. Throughout Key Stage One, Phonics will be taught through a daily session lasting 30 minutes which will also include guided

4 reading. Planning comes from within the structure of Letters and Sounds. Key Stage One classrooms have a phonics display to support children using their learnt phonic skills within other curriculum areas. Reading books that are sent home are explicitly linked to the child s phonic stage/phase. Children not working at age related expectations are supported in class by Teaching Assistants and Teacher. Teaching Assistants may carry out interventions during phonic sessions Specific interventions (Tier 1a) for children not secure at Phase 3/4 in Year 1 are carried out by a trained Teaching Assistant from spring term. In Year 2, children who failed the Phonics Screening Check or who are not secure at early Phase 5 will complete a specific intervention(tier 1b) with a trained Teaching Assistant in Autumn term. This can be in relation to teacher assessment or phonic screening check results. Expectations of Progression: Year 1 Term 1- Phase 4 Term 2 onwards- Phase 5 Term 5- Phonics Screening Check End of Year 1- secure at mid Phase 5 Year 2 Term 1- Consolidation of Phase 5 Term 2-onwards Consolidation of Phase 5 and teaching Phase 6 Key Stage Two In Key Stage 2 pupils prior knowledge is revised and extended following the objectives of the English Curriculum. In addition, daily discrete spelling sessions using the Ruth Miskin Get Spelling programme continues a systematic approach to learning to read and spell throughout the school.

5 As a transition year, Year 3 is an important time to consolidate phonic knowledge and ensure accurate spelling within classwork. Pupils revisit and practise Phase 5 alternative pronunciations for graphemes and alternative spelling for phonemes in Book 1, progressing to books 2 and 3 throughout Year 3 and 4. Teaching is differentiated, systematically taught and progress assessed and recorded on the school tracking grids. All children have a spelling log in which they record any words they find difficult to spell. These are sent home on a weekly basis for reinforcement and support. Children who enter Key Stage 2 who are still working within Phase 5 of Letters and Sounds or are spelling or reading significantly below their chronological age (one year or more) are assessed using the Tier 4 screening check. This aims to identify children s phonic difficulties and gaps in learning and address these using the Tier 4 intervention programme (CfBT). These sessions are in addition to daily, discrete phonic sessions. This aims to enable children to catch up, make progress and work successfully with the rest of their class in phonics sessions. For pupils who have needs of a more specific nature, such as dyslexia, a specialist teacher will complete a full assessment of their needs. Recommended actions will be followed carefully including multi-sensory techniques for learning, high-frequency words, ICT programmes such as Accelerread/Accelerwrite, paired reading and Toe by Toe. Some children may work with the SENCo on a 1:1 basis following an individualised literacy programme. Differentiated guided reading sessions continue in KS2 and reading books continue to be matched to a pupil s phonic stage until level 3c has been achieved. Home Reading Record books continue to be used throughout KS2 alongside free reading books in order to maintain communication between home and school. Assessment and Monitoring Throughout Reception and Key Stage One children s progress is entered onto a Phonics Tracker each term (broken down into phases) and the information is then analysed by the Phonics Co-Ordinator. Other supporting materials are used in order to track the children s specific skills to determine their levels (e.g.

6 Read Write Inc. assessment grid and individual trackers). All these objectives and activities are fully supporting the Letters and Sounds document. Specific interventions are recorded and tracking sheets are completed by the Teaching Assistant, these are then passed on to the class teacher to enable them to support this learning inside the classroom and to inform their assessments. On entering KS2, pupils assessed as working in or below Phase 5 are tracked on phonic progression and assessment grids. These are updated by the class teacher and SENCo using evidence from phonic intervention programmes and independent classwork. This is used to monitor the impact of phonic teaching and specific interventions and plan for future support. A whole class tracking system is in place to monitor progress linked to the Get Spelling programme. This is monitored by the SENCo and Phonics co-ordinator on a termly basis. From Year 1 onwards children carry out a Spelling Age test at the beginning and end of the year. This is monitored and tracked by the Assessment Coordinator. The Phonics Co-Ordinator, SENCO and Head Teacher carry out regular Phonics observations to track progress and assess/support the quality of phonics and spelling teaching. This includes observing Teaching Assistants as well as Teachers. Date policy written: November 2013 Policy written by: Andrea Wood (Phonics Co-ordinator) Date to be reviewed: November 2014 Reviewed: September 2014 Reviewed by: Andrea Wood (Phonics Co-ordinator)