Phonics at Hardwick

Phonics (reading and spelling) at Hardwick Primary School

 

At Hardwick Primary School we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Nursery/Reception and follow the Little Wandle Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.

 

As a result,  children are able to tackle any unfamiliar words as they read. At Hardwick Primary School we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.

 

Ensuring consistency and pace of progress

 

  • Every teacher in our school has been trained to teach reading, so we have the same expectations of progress. We all use the same language, routines and resources to teach children to read so that we lower children’s cognitive load.
  • Weekly content grids map each element of new learning to each day, week and term for the duration of the programme.
  • Lesson templates, Prompt cards and How to videos ensure teachers all have a consistent approach and structure for each lesson.
  • The Reading Leader and SLT regularly monitor and observe teaching; they use the summative data to identify children who need additional support and gaps in learning.

 

 

Foundations for phonics in Nursery

 

  • We provide a balance of child-led and adult-led experiences for all children that meet the curriculum expectations for ‘Communication and language’ and ‘Literacy’. These include:
    • sharing high-quality stories and poems
    • learning a range of nursery rhymes and action rhymes
    • activities that develop focused listening and attention, including oral blending
    • attention to high-quality language.
    • Simple ‘blending games.’
  • We ensure Nursery children are well prepared to begin learning grapheme-phoneme correspondences (GPCs) and blending in Reception.

 

Daily phonics lessons in Reception and Year 1

 

  • In Reception, we teach phonics for 30 minutes a day. For COVID catch up in year 1 and 2, children will receive 2 sessions a day.  In Reception, we build from 10-minute lessons, with additional daily oral blending games, to the full-length lesson as quickly as possible. Each Friday, we review the week’s teaching to help children become fluent readers.
  • Children make a strong start in Reception: teaching begins in Week 2 of the Autumn term.
  • We follow the Little Wandle Letters and Sounds Revised expectations of progress:
    • Children in Reception are taught to read and spell words using Phase 2 and 3 GPCs, and words with adjacent consonants (Phase 4) with fluency and accuracy.
    • Children in Year 1 review Phase 3 and 4 and are taught to read and spell words using Phase 5 GPCs with fluency and accuracy.

 

Daily Keep-up lessons ensure every child learns to read

 

  • Any child who needs additional practice has daily Keep-up support, taught by a fully trained adult. Keep-up lessons match the structure of class teaching, and use the same procedures, resources and mantras, but in smaller steps with more repetition, so that every child secures their learning.
  • If any child in Year 3 to 6 has gaps in their phonic knowledge when reading or writing, we plan phonics ‘catch-up’ lessons to address specific reading/writing gaps.

 

Teaching reading: Reading practice sessions three times a week

 

  • We teach children to read through reading practice sessions three times a week. These:
    • are taught by a fully trained adult to small groups of approximately six children
    • use books matched to the children’s secure phonic knowledge using the Little Wandle Letters and Sounds Revised assessments and book matching grids on pages 11–20 of ‘Application of phonics to reading’
    • are monitored by the class teacher, who rotates and works with each group on a regular basis.
  • Each reading practice session has a clear focus, so that the demands of the session do not overload the children’s working memory. The reading practice sessions have been designed to focus on three key reading skills:
    • decoding
    • prosody: teaching children to read with understanding and expression
    • comprehension: teaching children to understand the text.
  • In Reception these sessions start in Week 4. Children who are not yet decoding have daily additional blending practice in small groups, and share pictures and wordless books to discuss and practise their speaking and listening skills. 
  • In Year 2, we continue to teach reading in this way for any children who still need to practise reading with decodable books.

 

Home reading

 

  • The decodable reading practice book is taken home to ensure success is shared with the family.
    •  A “Reading for pleasure” book will also go home weekly for parents to share and read to children.
    • We use the Little Wandle Letters and Sounds Revised parents’ resources to engage our families and share information about phonics, the benefits of sharing books, how children learn to blend and other aspects of our provision, both online and through workshops.

 

How do we assess phonic knowledge?

  • For children accessing phonics sessions at the end of each week there is a review session which recaps the learning.
  • Children receiving phonics teaching are assessed at the end of every half term using the Little Wandle Letters and Sounds Revised assessment tracker.
  • Children who are in Y3-Y6 and need ‘catch up’ sessions are assessed through teacher’s ongoing formative assessment as well as half termly summative assessments.

 

Phonics in KS2 (years 3-6)

At Hardwick Primary School, we believe that for children who are not yet fluent in phonics, phonics must be taught through a systematic and structured phonics programme.

We use the Little Wandle Letters and Sounds Revised to plan and provide engaging phonics lessons. In phonics, we teach children that the letters of the alphabet represent a different sound, that these can be used in a variety of combinations and are put together to make words. The children learn to recognise all of the different sounds and combinations that they might see when they are reading or writing.

We also model these strategies in shared reading and writing both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on the development of language skills for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.

 

How we teach phonics

  • Children who join our KS2 classes having not received previous schooling or are new to English,  attend twice daily intensive phonics ‘catch up’ sessions designed to enable them to catch up with their peers as quickly as possible.
  • In Y3 - 6, phonic lessons are taught 5 x weekly to children where appropriate – following the model of Little Wandle but plugging specific gaps identified through assessment.
  • Children apply their phonics knowledge by using a full matched decodable reader and are heard read 3 times a week, following the Little Wandle reading session guidance.