Teaching and Learning of Phonics and Spelling in EYFS and KS1
All phonics in EYFS and KS1 are taught following the Letters and Sounds document alongside the ‘Jolly Phonics Programme’. We have adopted the suggested daily teaching sequence set out in ‘Letters and Sounds’; Introduction, Revisit and Review, Teach, Practise, Apply and Assess learning against criteria. When appropriate, children are grouped to allow for the high achievers to make accelerated progress and those with additional needs to gain further support within their phonic phases.
Teaching is multi-sensory, encompassing simultaneous visual, auditory and kinaesthetic activities to enliven core learning. Phonics is taught in short, briskly paced sessions and then applied to reading and writing in a meaningful context. All activities are well matched to the children’s abilities and interests, and all classroom environments have an age appropriate display concentrating on both sounds and key words. We provide ample opportunities to reinforce and apply acquired phonic knowledge and skills across the guided reading and writing.
Daily discrete phonics lessons every day for 15/20 minutes.
By the end of reception children are expected to be at least secure in phase 3.
Key Stage 1, Yrs 1 & 2:
Discrete phonics lessons 3x a week for 20 minutes
By the end of year one to be secure in phase 5.
Children at the beginning of year two review Phase 5 before moving onto Phase 6.
- Children requiring extra support are taught every day in a discrete lesson for 20 minutes.
Children’s progress in developing and applying their phonic knowledge is carefully assessed and monitored. Children are tracked using the Letters and Sounds Progress Tracking sheet. Teachers use daily phonics sessions to monitor children’s progress and assess children through their writing and reading.
In Year 1 children will take the phonics screening check. This assessment will confirm whether individual pupils have learnt phonic decoding to an appropriate standard. If a child does not reach the appropriate standard then additional support will be put in place in order for the child to make accelerated progress with their phonic awareness development.
If you would like any further information regarding our curriculum, or approach to teaching and learning, please contact the school office who will arrange an appointment for you to speak to Mr. King.