The teaching and learning of synthetic phonics will provide the foundations for every child to become a fluent and accurate reader. Our aim is that once children are able to decode fluently, the teaching of comprehension can more effective and allow for greater understanding and enjoyment. Our intent is for every lesson to be fast paced, highly interactive and ensure progress.
At Park View Primary School we use the government validated scheme, ‘Essential Letters and Sounds.’ This allows our phonics teaching and learning to be progressive from our Two Year Olds up to Year 3. Children in our Nursery work on Phase One phonics, which concentrates on developing their speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2. As children move into Reception they continue to build on their listening skills and are introduced to Phase 2 which marks the start of systematic phonics work. They have discrete, daily phonics sessions where they revise previous learning, are taught new graphemes/phonemes, practise together and apply what they have learnt. Through Essential Letters and Sounds, the children are taught the 44 phonemes that make up all the sounds required for reading and spelling. These phonemes include those made by just one letter and those that are made by two or more. Children work through the different phases and as they grow in confidence and experience, they are introduced to alternative ways of representing the same sound.
Phonics tracker is used to regularly assess the children. We are committed to identifying any gaps children have in their reading skills and closely monitor interventions to ensure that these gaps are closed. Every early reader will have a reading book that matches their decodability level to ensure children can gain an appropriate level of fluency.
Progress in Phonics is tracked using the Phonics tracker assessment tool and attainment is measured by the Phonics Screening Test at the end of Year 1 and then again at the end of Year 2 for those children who did not achieve the required standard at the end of Year 1.
We also monitor the impact of phonics teaching by lesson observations, pupil voice and 1:1 reading.
-We have recently introduced a new systematic synthetic phonics programme called Essential Letters and Sounds (ELS). This programme provides consistency in lesson structure and resources through Reception to Year 2. Each is lesson is fast paced, interactive and ensures progress.
-We understand the importance of children reading aloud books that are ‘consistent with their developing phonics knowledge’ (NC2016) and all our Early Readers at Park View have a decodable text which is banded by the ELS progression book list. This follows the order of when the GPCs are introduced in ELS.
In KS1 children learn spellings which include the sounds they are learning in their Phonics, alongside high frequency words. In KS2 we use a range of strategies to teach spelling based on the following word building principles: phonemic, morphemic, orthographic, visual and etymological.
Handwriting begins with mark marking in our Early Years Setting, moving onto letter formation and then to cursive script in the later part of year 2. Once handwriting is consistently joined, with fluidity, children will begin to write using pen.