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Welcome to Gamston Church of England Primary School. We currently have 2 staff vacancies - please see the current vacancies section for further details.Thank you.

Gamston Church of England Primary School

Be the best you can be

PHONICS

Intent:

  • We passionately believe that teaching children to read and write independently and as quickly as possible is one of the core purposes of a primary school. These fundamental skills not only hold the keys to the rest of the curriculum but also have a huge impact on children’s self-esteem and future life chances.
  • We believe that reading is the key to all learning and so the impact of our reading curriculum goes beyond and is embedded across the entire curriculum for our children.
  • We strive for enthusiastic and motivated readers that gain confidence in reading a wide variety of genres and text types, encouraging a love of literature and an enjoyment of reading for pleasure.

 

Implementation: 

Phonics sessions are taught for 20 mins every day in Foundation Stage and Key Stage 1 using the ‘Letters and Sounds’ programme. This provides a synthetic approach to the teaching of phonics across a structured progression of 6 phases, securing word recognition skills, essential for children to decode (read) and encode (spell) words accurately and language comprehension.  

 

Phonic phases

Letters and sounds is split into different phases, here is where you will find information about each phase.

Phase one (Nursey)

Aspect One: Environmental Sounds

Aspect Two: Instrumental Sounds

Aspect Three: Body Percussion

Aspect Four: Rhythm and Rhyme

Aspect Five: Alliteration

Aspect Six: Voice Sounds

Aspect Seven: Oral Blending and Segmenting  

 

Phase Two  (Reception)

  • To introduce 19 grapheme- phoneme (letter sounds) correspondences.

Phase Three  (Reception)

  • To teach children one grapheme for each of the remaining 44 phonemes in order to read and spell simple regular words.

Phase Four (Reception and Year 1)

  • To teach children to read and spell words containing adjacent consonants.

Phase Five (Year 1 and 2)

  • To teach children to recognise and use alternative ways of pronouncing graphemes and spelling the phonemes already taught.  

Phase Six (Year 2)

  • Teaching children to develop their skill and automaticity in reading and spelling, creating ever-increasing capacity to attend to reading for meaning.

 

All phonics sessions follow the same four part teaching sequence:

•Revisit and review- where previously taught sounds are revised.

•Teach- new sounds or tricky words are taught.

•Practice- reading and writing letters and words with the new sound in.

•Apply- read and writing caption and sentences with the new sound in.

 

At the end of Year 1 your child will complete a phonics assessment which is made up of real and nonsense words. This assesses how well children can use their knowledge of phonics to read words. You will be told your child’s result at the end of Year 1 and if your child has or has not met the benchmark grade. If your child doesn’t achieve the benchmark grade then further intensive support will be given in Year 2.

 

  • Pupils who are still struggling to decode and spell are identified quickly and differentiated sessions are targeted ensuring pupils continue to make good progress.
  • Pupils go onto deepen their phonics skills through practise in reading books, their literacy work and across the whole wider curriculum, ensuring that phonic knowledge and skills are consistently practiced and secured. Classrooms are well resourced with phonics walls and phonics tools kits which are readily available empowering pupils to independently make correct spelling choices.
  • We strongly believe that working in partnership with parents is key to unlocking success. We therefore also take parents on a phonics journey, offering a weekly phonics workshop where they developed key skills together which can be then shared at home.
  • Pupils are given the opportunity to listen to an extensive array of high quality books during ‘story time’ at the end of each school day across the whole school developing a shared love, passion and enjoyment of reading.
  • Drama and role-play contribute to the quality of pupils’ learning by providing opportunities for pupils to develop and order their ideas through play and trying out language they have listened to.

 

Impact:

  • Through the teaching of systematic phonics, our aim is for children to become fluent readers by the end of Key Stage One.
  • In addition to this we ensure our children are enthusiastic and motivated readers who are inspired by literature and read for pleasure.
  • Throughout the teaching of Phonics, we are able to measure attainment using the Key Stage One national assessments, along with the information provided by the Phonics Screening check in Year One.

Reading at Gamston (See the section on Reading)

Reading scheme:

Our Reading Scheme includes a range of reading genres from the Oxford Reading Tree collections including Songbirds, Floppy Phonics, Biff, Chip and Kipper Stories, Traditional Tales, Treetops – Myths and Legends, True Stories, Classics, Graphic Novels and Non-fiction. This is supplemented by a books from a range of different publishers which are colour banded to ensure that every child has access to a reading book  that matches their developing phonics’ skills.

All children are able to take books home to read with an adult, this shared learning helps children to practise their reading skills and develop a lifelong love of reading.

As well as teaching the skills necessary to become confident readers, we have our own library full of exciting books which all pupils are able to borrow.

 

 

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