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Phonics Recovery Autumn 20/21

At Milefield Primary School we recognise the importance of high quality phonics teaching and provision. We are committed to developing early language and promoting a love of reading which creates purposeful, long-lasting benefits for all children.

We champion reading as a key, essential gateway to learning and the wider curriculum. Ensuring all children have opportunities to develop a passion for reading and the associated skills to become successful, fluent and confident readers is an essential part of a curriculum offer.

The Covid-19 pandemic has impacted on educational provision for all children. To address this and support pupils to catch up and keep up we are ensuring phonics and early reading are a integral part of our recovery curriculum. Prioritising this will ensure children are given the best possible opportunities to make rapid progress and achieve age related expectations as quickly and efficiently as possible.

This document outlines our phonics approach across EYFS, KS1 and KS2. To support ongoing developments and quality first teaching we will engage with support from the English Hub.
In Nursery children will...

• Receive quality first teaching through daily whole class phonics lessons.

• Develop speaking and listening skills through phase one phonics with a focus on environmental sounds. This will ensure children are given the opportunity to develop the necessary skills to move to phonics teaching in reception.

• Engage in daily story times to promote a love of reading.

In FS2 children will...

•Receive bespoke group phonics lessons that are tailored to their ability.

•Take part in daily high quality phonics sessions using the accelerated learning cycle.

•Have an additional teaching session every afternoon with a focus on “keep up” rather than “catch up”.

•Be provided with experiences that give them time to develop skills in oral blending and segmenting.

•Learn in language rich environment that extends their vocabulary and encourages them to develop oracy.

•Have opportunities to use their phonics skills independently through continuous provision and access resources that enable them to do this successfully.

•Use decodable reading books that are specifically matched to their taught phoneme to ensure they have opportunities to become fluent readers.

•Develop a love of reading through daily book votes, engaging reading areas and story times.

In Year 1 we will...

•Ensure we begin with a two week assessment period using the phonics screening and assessment trackers. This will inform planning and enable us identify any possible gaps in learning.

•Screen children every six weeks to ensure that our data and planning is accurate.

•Continue to use the expected progress trackers to keep assessments consistent. This will enable us to revisit content that was previously taught and make adjustments in planning to provide opportunities for children to make rapid progress.

•Provide daily high quality, bespoke group phonics sessions that are appropriate leveled to the children's ability.

•Provide an additional teaching session on an afternoon with a focus on “keep up” rather than “catch up”.

•Ensure our phonics groups have fluid movement so children are taught sessions that are appropriately matched.

•Use decodable reading books for reading books in class, at home and in guided reading sessions so children are able to practise reading fluently.

•Provide opportunities for children to quickly develop their phonics skills through daily, small targeted support groups.

•Empower children to become active learners through collaborative and engaging activities that instill a love of reading.

•Build in opportunities to cover additional reading objectives in Gather/skills/Apply and ensure we are modelling consistently through Literacy lessons, using the ALC.

In Year 2 we will...

•Ensure we begin with a two week assessment period using the phonics screening and assessment trackers. This will inform planning and enable us identify any possible gaps in learning.

•Screen children every two weeks to ensure that our data and planning is accurate.

•Continue to use the expected progress trackers to keep assessments consistent. This will enable us to revisit content that was previously taught and make adjustments in planning to provide opportunities for children to make rapid progress.

•Provide daily high quality, bespoke group phonics sessions that are appropriate leveled to the children's ability.

•Provide an additional teaching session on an afternoon with a focus on “keep up” rather than “catch up”.

•Provide opportunities for children to quickly develop their phonics skills through daily, small group interventions.

•Use decodable reading books for reading in class, at home and in guided reading sessions so children are able to practise reading fluently and apply their taught phonemes in Literacy sessions.

•Review targeted support and teaching groups fortnightly (to ensure sounds are embedded and not missed) and to provide children with the necessary skills that support them in reaching ARE.

•Provide engaging and motivating sessions that are collaborative and follow the ALC.

•Build in opportunities to cover additional reading objectives in Gather/skills/Apply Literacy lessons

•Build in opportunities to cover additional reading objectives in Gather/skills/Apply and ensure we are modelling consistently through Literacy lessons, using the ALC.

In Year 3 we will...

•Identify children who did not pass the phonics screening test in Y1 and complete the phonics screening check to inform data and planning.

•Provide daily phonics teaching for pupils who have not yet passed screening; daily LIRA sessions for those passed- inc. use of decodable texts as appropriate.

•Use decodable reading books so children can apply phonemes and practise fluency.

•Provide opportunities for children to make rapid progress including; daily targeted support, extra phonics sessions and modelling through spelling and Literacy lessons.

In Year 4 we will...

•Identify children who did not pass the phonics screening test retake in Y2.

•Complete initial assessment and identify gaps in learning. These are to be used as a focus for phonics/reading sessions which will take place at the same time as the daily LIRA session.

•Use decodable reading books and guided reading sessions to ensure children have time to apply their skills.

•.Provide extra support for children through targeted support and reading boosters.

Phonic Assessments will take place in Week 15.

Credits:

Created with images by Susan Holt Simpson - "These colorful, scuffed blocks are part of a collection I purchased from a sweet elderly couple who kept them in a box for their grandchildren. Their grandchildren long-grown, they were happy to share them with me." • Agence Olloweb - "Il s’agit d’une photographie réalisée pour illustrer notre page des offres de création graphique de l’agence web Olloweb Solution" • Kimberly Farmer - "A collection of books. A little time. A lot of learning." • Ben White - "untitled image" • Gabriel Tovar - "boy reading in his bed, follow me @elgabo.photography " • Catherine Hammond - "My Daughter for Dr.Suess week! She loves reading and me too! " • Gautam Arora - "untitled image"