Parklee Community Primary School

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Phonics and Reading

Phonics and Early Reading

Intent

We believe that for all our children at Parklee Community School to become fluent readers and writers, Phonics must be taught through a systematic and structured Phonics programme. Therefore, we provide engaging Phonics lessons. We also value and encourage the pupils to read for enjoyment and recognise that this starts with the foundations of acquiring letter sounds, segmenting and blending skills. Our Phonics teaching starts in Nursery and follows a very specific sequence that allows our children to build on their previous phonic knowledge and master specific phonic strategies as they move through school. As a result, all our children are able to tackle any unfamiliar words that they might discover. 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 in lessons and through continuous provision in Early Years and Key Stage One for our children because we know that speaking and listening are crucial skills for Reading and Writing in all subjects.

Implementation

Early Reading and Phonics are prioritised to allow pupils to access the full curriculum. In order to build secure blending and segmenting skills, children must be fully immersed in a strong foundation of early Phonics in their early years (Nursery and Reception) and experience an effectively taught synthetics Phonics curriculum in Reception and Key Stage One. Phonics is taught daily and we follow a rigorous and sequential approach that develops pupils’ fluency, confidence and enjoyment in Reading and Writing. We use the Bug Club Phonics reading scheme, supplemented with Oxford Reading Tree and Systematic Synthetic Phonics resources to help support our children as they learn to hear, say, read and write sounds and words, captions and sentences. Phonics lessons follow the Revisit, Teach, Practice and Apply format. Phonics lessons are fast-paced and repetitive in order to introduce, recall and embed learning. At all stages, Phonics attainment is assessed via Phonics Tracker, and gaps are addressed quickly and effectively for all pupils with interventions are planned for those children who are working below expected levels. Pupils have regular reading sessions with an adult to ensure pupils are regularly practicing and applying their Phonics knowledge. Children are matched with phonetically decodable reading books which match their current Phonics ability.

Impact

At Parklee Community School we have a strong focus on ensuring that younger children gain Phonics knowledge and the language comprehension necessary to read, as well as the skills to communicate, giving them the foundations for future learning. Through the teaching of systematic Phonics, our aim is for children to become fluent readers by the end of Key Stage One. This way, children can focus on developing their fluency and comprehension as they move through the school. Attainment in Reading is measured using the statutory assessments at the end of Reception, Key Stage One and Two. These results are measured against the reading attainment of children nationally. Attainment in Phonics is measured by the Phonics Screening Test at the end of Year 1. However, we firmly believe that reading is the key to all learning and so the impact of our Phonics curriculum goes beyond the results of the statutory assessment.

 

Phonics Screening Sample Materials

https://www.gov.uk/government/collections/national-curriculum-assessments-practice-materials#phonics-screening-check-resources

Key Stage 2

Children who still need extra support to develop their phonic knowledge across Key 2 are identified and targeted for intervention. There are a range of intervention strategies which teachers will use and the most appropriate one is selected once a child’s needs have been assessed. Teachers will refer to the Support for Spelling document for those children that did not complete the Letters and Sounds document.

Support for Spelling Document

https://dera.ioe.ac.uk/687/7/01109-2009PDF-EN_01_Redacted.pdf

 

Reading Schemes:

The school uses Oxford Reading Tree Scheme for EYFS / KS1 and 'BUG CLUB' Reading both with physical books and online book resources across the school.

As children move into Key stage 2 the Oxford Reading Tree Scheme is supplemented with various other reading spines icluding ‘Tree Tops’, ‘Songbirds’ and various books from recognised children’s authors including classical literature.

Regular reading at home and reading to adults in school is promoted throughout the school and various reading incentive schemes are used to increase participation. ‘Reading Miles’ are used throughout school and provide pupils with a termly ‘treat’ for consistently reading with an adult. In Key stage 2, ‘Book Blasters’ provides pupils with a reward for being the ‘Reader of the Week.’

 

Please see class pages for more information.

Click here for the staff 'MASKED READER' Competition!

https://drive.google.com/file/d/1KDW7p99c8X_98LC7d4J8Ts3XflYns8JC/view?usp=drivesdk

Files to Download

Parklee Community Primary School

Wardour Street, Atherton, Manchester M46 0AR

Mrs Dawn Roper - Headteacher

Miss Rebecca Wood – Deputy Headteacher & SENDCO

01942 874203 | enquiries@admin.parklee.wigan.sch.uk