Phonics at Newsham

At Newsham, we value reading as a key life skill, and are committed to enabling our pupils to become lifelong readers, fostering a love of reading. 
We believe that for all our children to become fluent readers and writers, phonics must be taught successfully through a systematic and structured phonics programme. 

We use the ‘Little Wandle Letters and Sounds Revised’ to plan and provide daily engaging phonics lessons.

In phonics, we teach children that the letters of the alphabet represent a different sound, that these can be used in a variety of combinations and are put together to make words. The children learn to recognise all of the different sounds and combinations that they might see when they are reading or writing.

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 for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.

   How we teach phonics

• In Nursery, children follow the Little Wandle Letters and Sounds Revised ‘Foundations for Phonics’ guidance. The focus is on oral blending and language development through high quality stories and rhymes.
• In Reception and Year 1, children follow the progression within Little Wandle Letters and Sounds Revised programme. Phonics is taught daily and there is a review session on a Friday.
• By the end of Year 1, children will have been taught up to the end of phase 5.
• Y1 lessons are 30 minutes long.
• In Year 2 and Year 3, phonic lessons are taught daily to children where appropriate – following the model of Little Wandle but plugging specific gaps identified through assessment.
• In Key Stage 2 there are planned phonic ‘catch-up’ sessions following a set model to address specific reading/writing gaps. These are short, sharp sessions.

Reading practice sessions

• Children across Reception, Year 1, Year 2 (and beyond if appropriate) apply their phonics knowledge by using a fully matched decodable reader in a small group reading practice session.
• These sessions happen three times a week. There are approximately 6 children in a group.
• The sessions follow the model set out in Little Wandle Letters and Sounds Revised.
• The children then take the same book home the following week to ensure success is shared with the family.
• In Reception these sessions start in week 4. Children who are not yet decoding, will share a wordless picture book, with a focus on oral blending. 

How do we assess phonic knowledge?

• In Reception and Year 1, at the end of each week there is a review session which recaps the learning. There are also whole review weeks (pre-planned and bespoke review weeks to address gaps identified by the class teacher’s ongoing formative assessment).
• Children identified in Reception and Year 1 as in danger of falling behind are immediately identified and daily ‘keep up’ sessions are put in place – sessions follow the Little Wandle Letters and Sounds Revised programme.
• In Reception and Year 1, the children are assessed at the end of every half term using the Little Wandle Letters and Sounds Revised assessment tracker.
• The children in Year 1 sit the Phonics Screening Check in the summer term.
• Children who do not pass the Phonics Screening Check in Year 1, will re-sit this in Year 2.
• Children who are in Year 2-Year 6 and need ‘catch up’ sessions are assessed through teacher’s ongoing formative assessment as well as half termly summative assessments.

How can you help your child read?

You play a vital role, too! Stay positive, give your child LOTS of praise and ensure reading is an enjoyable experience! 
It is important that children have plenty of practice reading at home in order to become fluent, confident readers.

Your child will bring a book home that they have already read in school, that is matched to their phonic stage and will be fully decodable. Meaning your child will be able to read 95% of the book. It may not be a different book every time; it may need to be the same book if your child still needs to develop fluency.

When are the sounds taught and how we say them? 

Phase 2 sounds taught in Reception Autumn 1

Phase 2 sounds taught in Reception Autumn 2

Phase 3 sounds taught in Reception Spring 1

How we teach blending

Quick guide to Alien words

How we teach tricky words