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PHONICS RECOVERY AUTUMN TERM 2020

We prioritise the teaching of phonics and early language, and promote a love of reading, creating tangible and long-lasting benefits for all children.

We see reading as the key gateway to enabling children to fully access and benefit from other curriculum subjects, and ultimately to maximise their potential in life.

The unprecedented events of the Covid-19 pandemic have disrupted education for all children, in all subjects. We will prioritise phonics and reading as a key part of our recovery plan to get children back up to expected standards as quickly and efficiently as possible.

Our approach considers the year group and ability of all children to provide a specific approach to ensure children catch up and keep up. We will be supported by the English Hub in our approach.

In Nursery Children will...

  • Take part in daily high quality whole class phonics lessons with fidelity to letters and sounds program.
  • Be introduced to phase one of letters and sounds which concentrates on developing children's speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2.

In fs2 children will...

  • Continue to experience Letters and Sounds phase 1 alongside all elements of Literacy provision.
  • Take part in daily high quality whole class phonics lesson with fidelity to letters and sounds program.
  • Have an additional teaching session built in daily with a focus on “keep up” rather than “catch up”.
  • Be provided with experiences covering the development of oracy, vocabulary, reading for pleasure, oral blending and segmenting.
  • Use decodable reading books at home in order to practise and apply phonemes taught in class.
  • Use decodable reading books in small guided reading groups. (when children are ready for this)

In Year 1 we will...

  • Begin with a revision / assessment week incorporating daily whole class mini-assessments and individual phonics assessments (using school bespoke format). This will inform planning and identify the focus for teaching and revisit/review parts of lesson.
  • Revision areas will be sent home in small packs to practice.
  • Aim to begin/revise content from the point all children were previously in school (see table below).
  • Provide daily high quality whole class phonics lesson with fidelity to letters and sounds program.
  • Provide an additional teaching session built in daily with a focus on “keep up” rather than “catch up”.
  • Build in opportunities to for additional practise e.g. flashcards in the line, words sent home etc.
  • Decodable reading books to be sent home in order to practise and apply phonemes taught in class.
  • Use decodable reading books for daily guided reading groups.
  • Provide opportunities for individual reading sessions on a RAG rated system.
  • Build in opportunities to cover additional reading objectives in Gather/skills/Apply Literacy lessons.

In Year 2 we will...

  • Begin with a revision / assessment week incorporating daily whole class mini-assessments and individual phonics assessments (using school bespoke format) This will inform planning and identify the focus for teaching and revisit/review parts of lesson.
  • Send areas for revision home in small packs to practice.
  • Aim to begin/revise content from the point all children were previously in school (see table below).
  • Provide daily high quality whole class phonics lesson with fidelity to letters and sounds program.
  • Provide additional teaching session built in daily with a focus on “keep up” rather than “catch up”.
  • Build in opportunities to for additional practise e.g. flashcards in the line, words sent home etc.
  • Use decodable reading books to send home in order to practise and apply phonemes taught in class.
  • Use decodable reading books for daily guided reading groups.
  • Provide opportunities for individual reading sessions on a RAG rated system.
  • Build in opportunities to cover additional reading objectives in Gather/skills/Apply Literacy lessons
  • Ensure children who are confident and secure in phase 5 to take part in daily LIRA sessions.

In Year 3 we will...

  • Identify children who did not pass the phonics screening test in Y1. 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 to send home in order to practise and apply phonemes taught in class.
  • Use decodable reading books for daily guided reading groups.
  • Provide opportunities for individual reading sessions on a RAG rated system.

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 to send home in order to practise and apply phonemes taught in class.
  • Use of decodable reading books for daily guided reading groups.
  • Provide opportunities for individual reading sessions on a RAG rated system.
Phonic Assessments will take place in Week 7 and this plan will be reviewed and adapted accordingly.