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Witchampton CofE First School

Phonics

At Witchampton C of E First  School, we believe that the ability to read is fundamental to pupils’ development as independent learners, during their time at school and beyond. Reading is central to our ability to understand, interpret and communicate with each other and the world around us. It is important to lay firm foundations in this crucial area of the curriculum and establish a consistent whole school approach to the teaching of phonics. We have developed and mapped out the progression of phonics across Early Years and Key Stage 1 to ensure the effectiveness of the teaching and learning of phonics.

 

At Witchampton we use systematic teaching of phonics to support children in learning to read and write. we use the Letters and Sounds scheme to support this. It is proven that high quality phonic teaching can substantially reduce the number of children at risk of falling below age-related expectations for reading. As children progress in their phonic knowledge, they will move on from learning letters and the sounds they make, to using and applying their phonic knowledge to blending and segmenting words for reading and spelling. We give the children the opportunity to use and apply their phonic learning through multi-sensory games and activities so that they then use this in their independent reading and writing.

 

Aims

Our aims are for all children at Witchampton C of E First School to:

  • Be taught high-quality systematic phonic lessons
  • Learn the correspondence between graphemes in written language and phonemes in spoken language (GPC)
  • Be able to orally blend and segment
  • Have knowledge of the alphabetic code and skills for blending for reading
  • Have knowledge of the alphabetic code and skills for segmenting for spelling
  • Have a bank of high frequency words which they can recognise by sight
  • Understand and use the technical vocabulary related to phonics
  • Have their progress tracked through effective assessment, to enable teachers to make informed decisions about planning for the next steps
  • Have a rich and varied environment which they can access to support their phonic knowledge and application
  • Have access to books that are phonetically decodable through Phases 1 to 5, alongside books that develop their sight vocabulary and support other strategies for reading

 

Action and Implementation

  • In Early Years children will be taught phonics through the teaching of ‘Letters and Sounds’ using ‘Jolly Phonics’ as a memory aid.
  • Children in Year 1 will follow phase 5 of the  the Letters and Sounds program.
  • Children in Year 2 continue to have daily phonics lessons and those who were not secure at phase 5 when leaving year 1 or who did not pass the phonics screening check receive additional phonics intervention sessions.
  • Children from Year 2 to Year 4 will revisit and expand on their phonic knowledge through the teaching of GPS (grammar, punctuation and spelling) lessons.

Early Years and Year One

  • Daily phonics lessons, using Jolly Phonics and the Letters and Sounds document alongside the National Curriculum

Year 2 and KS2

  • Daily spelling lessons
  • Daily SPAG (spelling, punctuation and grammar) activities included in English teaching linked to writing
  • Where appropriate targeted phonics lessons/activities depending on the need of the children
  • Reading intervention groups where appropriate
  • Weekly spelling investigations with focus on specific spelling patterns