Phonics and Early Reading
Intent
Phonics (reading and spelling)
At West Ashton Primary School, we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Nursery/Reception and follow the Little Wandle Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.
As a result, all our children are able to tackle any unfamiliar words as they read. At West Ashton Primary School, we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.
Comprehension
At West Ashton Primary School, we value reading as a crucial life skill. By the time children leave us, they read confidently for meaning and regularly enjoy reading for pleasure. Our readers are equipped with the tools to tackle unfamiliar vocabulary. We encourage our children to see themselves as readers for both pleasure and purpose.
Because we believe teaching every child to read is so important, we have a Reading Leader who drives the early reading programme in our school. This person is highly skilled at teaching phonics and reading, and they monitor and support our reading team, so everyone teaches with fidelity to the Little Wandle Letters and Sounds Revised programme.
Implementation
- Foundations in phonics in nursery
- Daily phonics lessons in reception and Year 1
- Daily keep-up lessons
- Reading practice three times a week
- Ensuring consistency and pace of progress
- Ensuring reading for pleasure
Impact
Assessment is used to monitor progress and to identify any child needing additional support as soon as they need it.
• Assessment for learning is used:
o daily within class to identify children needing Keep-up support
o weekly in the Review lesson to assess gaps, address these immediately and secure fluency of GPCs, words and spellings.
• Summative assessment is used:
o every six weeks to assess progress, to identify gaps in learning that need to be addressed, to identify any children needing additional support and to plan the Keep-up support that they need.
o by SLT and scrutinised through the Little Wandle Letters and Sounds Revised assessment tracker, to narrow attainment gaps between different groups of children and so that any additional support for teachers can be put into place.
• Assessment for learning is used:
o daily within class to identify children needing Keep-up support
o weekly in the Review lesson to assess gaps, address these immediately and secure fluency of GPCs, words and spellings.
• Summative assessment is used:
o every six weeks to assess progress, to identify gaps in learning that need to be addressed, to identify any children needing additional support and to plan the Keep-up support that they need.
o by SLT and scrutinised through the Little Wandle Letters and Sounds Revised assessment tracker, to narrow attainment gaps between different groups of children and so that any additional support for teachers can be put into place.