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Phonics

 

EYFS and KS1 Phonics Policy

Intent, Implementation and Impact Statement: 

 

Intent: 

Theintentbehindour phonics approachis to:  

  • Nurture happy children who have a love of books and reading. 
  • Deliver a high quality phonics programme so children can consistently use phonics to read and write confidently and fluently by the end of Key Stage 1. 
  • Ensure children’s reading books show progression in phonics knowledge that match the grapheme-phoneme correspondences they know to support decoding skills. 
  • Encourage independent learners who are resilient and have a stamina for reading. 

Implementation: 

Phonics isimplementedthrough the Letters and Sounds programme alongside Jolly Phonics. Our expectation is that children will be fluent readers by the end of Key Stage 1. We have created our own letter formation rhymes and pictures that correlate with the Jolly Phonics actions. 

  • Phonics is taught consistently across school. The lessons are always taught at a fast pace to ensure children are highly engaged for the sessions. All teachers use the same resources, flashcards and teaching strategies, such as ‘robot arms’ and ‘blending hands’. 
  • Teachers are encouraged to plan ‘on the ball’ games for Phonics sessions, where all children are taking part throughout the lesson to ensure learning time is maximised. 
  • All children in EYFS and KS1 take part in daily whole class Phonics sessions. We follow our KUNCU policy to help children ‘keep up’ with the expected standard. Where gaps in learning are identified, five minute boxes are in place for children who need daily additional support. 
  • Phonics is applied and reinforced when appropriate throughout the day. Reading and writing is evident in areas of provision in EYFS and Year 1. 
  • Children’s decodable reading books are carefully matched to their phonic knowledge. We use the Rising Stars reading scheme which is organised by phonics phases so that books are fully decodable. Children also take home a library book each week which are non-decodable and also help to develop a love of reading.   
  • We hold Phonics information evenings throughout the year to help parents support their child. They are also usually invited in to watch a Phonics lesson to then see our teaching in practise. 
  • EYFS and KS1 have Phonics working walls which are used in our daily Phonics sessions. Children are encouraged to refer to these when reading and writing. 
  • All staff throughout school are confident using Phonics Tracker, which is our main online assessment tool. This is used regularly to assess children’s knowledge, so teachers can plug the gaps. 
  • Children read with adults daily, during whole class reading sessions, group reading and 1:1 reading. Children who are working below the expected standard (our lowest 20%) and Pupil Premium children have additional reading sessions 1:1 with an adult.  

Impact: 

The impact of our consistent and systematic teaching of our phonics programme is that children become fluent readers by the end of KS1. Our Phonics assessments over the past three years have been above the national average.

 

 

Our Phonics structure:

Revisit: Recapping previous learning and tricky words

Teach: Teach a new sound with actions and songs

Practise: Practising reading and writing the new sound within words

Apply: A game or activity to apply the new sound.

 

 

 

Useful links:

 

If you would like to know any other information about Phonics at Meadowside Academy, please email our Phonics Lead at b.jenkins@meadowsideacademy.org