The Teaching of Phonics

We implement a structured, systematic approach to teaching phonics, using the Rocket Phonics programme. Lessons will follow a clear sequence of sound-letter relationships, phoneme blending and segmenting, and high-frequency word recognition. Teachers will be trained to deliver phonics lessons consistently, ensuring all pupils are taught the same content sequentially. This approach ensures that every child builds their reading skills cumulatively, with no gaps in their understanding.

Phonics lessons will be delivered daily, following the Rocket Phonics scheme of work to ensure systematic and consistent learning. The children will develop strong phonemic awareness, letter-sound knowledge, and blending skills. adhering to the sequence outlined in the scheme. Each classroom will have a phonics display that is built up over time, including sound charts, letter patterns, and tricky words, to support children in their reading and writing. - Tricky words will be integrated throughout, ensuring pupils can recognise and use high-frequency words that do not follow typical phonetic rules

Phonics learning will not just be confined to dedicated phonics lessons but will be integrated throughout the curriculum. Teachers will consciously apply phonics teaching in all areas of learning, from literacy to subjects like mathematics and science, ensuring that pupils are using their phonetic skills to decode and understand new vocabulary. This cross-curricular approach will reinforce and extend the phonics knowledge acquired in the main phonics lessons, allowing children to apply their reading and spelling skills in a variety of contexts. By embedding phonics across all subjects, pupils will see the practical use of phonics in real-life situations and further solidify their understanding.

Assessment of Phonics

Regular, formative assessments will be used to monitor pupil progress and identify those who are at risk of falling behind. These assessments will guide further learning in the classroom and allow teachers to provide targeted interventions. Children who require additional support will have immediate interventions, either in small groups or on a one-to-one basis. Progress will be monitored continually, with adjustments made to groups and lesson plans based on individual needs. For children who require even more support, smaller, more frequent sessions will be offered, with an emphasis on building their confidence and initial blending skills.

The Teaching of Reading

Children in Foundation and Y1 will read with their class teacher,1:1, in small groups and as a class, where they will learn further reading skills and how to find meaning from a text. Children will be heard read by a trained member of staff at least once a week and their phonically decodable book will be changed by the adult twice a week. Communications after reading will be put in reading diaries so parents and family members are aware of the child’s individual next steps. Children may be heard read additionally by Key Stage 2 readers or community volunteers, both of which have received training from the Subject Leaders.