Our approach to teaching phonics
Our aim is that all children become fluent readers as soon as possible after they join us in reception. Ways in which we do this include;
- Direct, focused phonics is taught every day in Reception and key stage 1. (30 minutes daily with an additional 15 minutes daily for deliberate practise/pre-teaching).
- We follow Little Wandle Phonics programme to ensure that our phonics system is well-organised (click here for information about Little Wandle).
- Children read from books with the sounds they know, while they are learning to read. Our reading scheme (Big Cat) matches to the Little Wandle programme.
- Teachers are ambitious in their expectations of the sounds and words children should be able to read by the end of each term.
- Teachers and teaching assistants provide extra practice daily for the children who make the slowest progress (the lowest 20%).
- All staff are well trained in delivering phonics, systems are in place to ensure that delivery is effective and assessments are robust and reliable.
- We ensure that all pupils read 1:1 with an adult regularly – both at home and in school.
- Teachers instil in children a love of literature: reading the best stories and poems.
- Regular parent workshops take place to share ways in which parents can support their child at home.
Support documents:
Parent/Carer Powerpoint to Introduce Little Wandle
Overview of Little Wandle Phonics Programme
Reception Autumn 1 Sounds (guidance video below)
Reception Autumn 2 Sounds (guidance video below)
Reception Spring 1 Sounds (guidance video below)
Year 1 Sounds (guidance video below)
Glossary of Terms/ Vocabulary used
Teaching Tricky Words:
Support for Tricky words (Reception, Autumn)
Support for Tricky words (Reception, Spring)
Support for Tricky words (Reception, Summer)
Support for Tricky words (Year 1)
How we intervene swiftly if pupils are having difficulty in word reading:
Our phonics lead, with the help of the EYFS/KS1 team, regularly monitors and assesses pupil’s progress in phonics. Information is obtained within phonics lessons, 1:1 reading sessions, summative assessments as well as through opportunities across the wider curriculum.
If a child is falling behind and needs additional support, interventions are put in place to support them to catch up.
This may initiate input from the SENCO and external agencies.
Parents are kept up to date with their child’s progress in reading.
Assessing phonics:
Regular formative assessments are carried out with the main aim being diagnostic and remedial: to identify whether important learning has been securely mastered and fluency achieved. These impact on future lessons and any other support required.
Half termly assessments are carried out in line with the Little Wandle programme.
Year 1 pupils take part in the national phonics screening check in June.
If a child does not reach the expected standard, further support is put in place and they retake the check in Year 2.
Phonics progression Rec to Year 2
Supporting your child with reading
Although your child will be taught to read at school, you can have a huge impact on their reading journey by continuing their practice at home.
There are two types of reading book that your child may bring home:
A reading practice book. This will be at the correct phonic stage for your child. They should be able to read this fluently and independently.
A sharing book. Your child will not be able to read this on their own. This book is for you both to read and enjoy together.
Reading practice book
This book has been carefully matched to your child’s current reading level. If your child is reading it with little help, please don’t worry that it’s too easy – your child needs to develop fluency and confidence in reading.
Listen to them read the book. Remember to give them lots of praise – celebrate their success! If they can’t read a word, read it to them. After they have finished, talk about the book together.
Sharing book
In order to encourage your child to become a lifelong reader, it is important that they learn to read for pleasure. The sharing book is a book they have chosen for you to enjoy together.
Please remember that you shouldn’t expect your child to read this alone. Read it to or with them. Discuss the pictures, enjoy the story, predict what might happen next, use different voices for the characters, explore the facts in a non-fiction book. The main thing is that you have fun!
Handwriting:
The Little Wandle letter formation is print. Cursive or pre-cursive should not be taught in Reception. This is in line with the DfE policies and The reading framework (2021), which explain why teaching cursive can be deleterious:
‘… it slowed down children’s writing, at a point when they already found manual dexterity tricky and the muscles in their shoulders, arms and hands were still developing.’
From Bold beginnings: The Reception curriculum in a sample of good and outstanding primary schools (Ofsted, 2017)
Please see attached document which explains the formation of capital letters: click here
Useful guidance videos:
Phase 2 sounds from Reception Autumn 1:
Phase 2 sounds from Reception Autumn 2:
Phase 3 sounds from Reception Spring 1:
How to say Phase 5 sounds:
How we teach blending:
Why we teach alien words:
