Phonics

Intent

At Holy Trinity School we believe that reading is a fundamental skill that allows children to successfully access all areas of the curriculum. We teach early reading consistently and systematically. Our intent is that all children become fluent readers with a love of books, regardless of their background and starting point.

Implementation

We teach phonics in EYFS and Key Stage 1, following the Read Write Inc systematic synthetic phonics programme. Within daily phonic sessions, children have the opportunity to revisit previous learning and practice and apply new skills in structured but engaging ways.

We have a three-tiered approach to the reading books that are sent home: the children have a fully decodable book matched to their individual phonic knowledge that they read to an adult; a book that may contain some unfamiliar vocabulary that is read with an adult, and a book for pleasure from our well-stocked library that is read by an adult. This allows children to enjoy sharing books as part of a community, whilst also successfully reading independently.

Delivery of phonics sessions in the Nursery through focused adult-led sessions that aim to develop phonological awareness and oral blending and segmenting skills. There are also many informal learning opportunities in the Nursery that are phonics based. In their final term, the children will follow the Read Write Inc for Nursery programme as an introduction to what they will learn in Reception.

Direct, focused phonics is taught every day in Reception and Key Stage 1. Daily phonics sessions are highly structured and aspirational in their expectations and outcomes, they provide the opportunity for revision, new learning and practicing and applying new skills.

Phonics is taught progressively from EYFS to Year 2 as an effective way of developing children’s reading and spelling skills. Alongside phonics, children are also introduced to “red” words which have to be learned and cannot be sounded out.

Whilst learning new phonic sounds, children will read from decodable books that contain the sounds and “green” words (decodable words) that they already know. In lessons they will apply their skills using our fully decodable Read Write Inc texts, which they will then read again at home alongside another fully decodable text. Teachers will ensure that children read books which are very closely matched to their current phonic knowledge. We want the children to aspire to do their very best and we therefore also send home books to read with an adult, that provide the children with some more challenging vocabulary.

Children are assessed at least half termly and where they are not making sufficient progress there is a robust system for catch-up sessions delivered by skilled, trained teachers. This may be delivered through a small intervention group or intensive 1:1 support. Children making accelerated progress will be able to move to another group that is suitably matched to their phonic knowledge.

Impact

Our aim is for children to become confident decoders and fluent early readers by the end of Key Stage 1, by following a systematic, synthetic phonics programme.This will provide them with the opportunity to develop their reading fluency, expression and comprehension as they progress through Key Stage 2.

Attainment in phonics is measured through the Phonics Screening Check at the end of Year 1. Attainment in early reading is measured by the end of Key Stage One SATs.

As we believe that reading is the key to all learning, the impact of our phonics and early reading curriculum goes beyond that measured by statutory assessments. Our aspiration is that by the time they leave Holy Trinity School all children, regardless of background, ability or additional needs will:

develop a love of literature
become enthusiastic, confident and motivated readers
enjoy reading for pleasure

Phonics

Intent

Implementation

Impact

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