Phonics intent at Peover Superior
We want confident learners who have the ability to read, identify and use phonemes to support their early reading and writing.
We want children to select the correct grapheme within their writing through the use of a systematic and synthetic phonics programme.
We want children to use the skills of decoding and blending to support them reading both real and alien words and use these strategies to support their work.
The aim is to improve fluency and accuracy with pupils decoding to the point that it becomes automatic and doesn’t require conscious effort.
Phonic sessions across KS1 are delivered using the process: review, teach, practice and apply. These sessions are planned to align with the Primary National Strategy of Letters and Sounds programme (2007). Children are closely monitored and assessed during each phase to ensure gaps are addressed and misconceptions corrected.
Phonics sessions are delivered daily for 20-30 minutes which are engaging and adapted to meet the needs of the class. The terminology and language of phonics such as phoneme, trigraph, digraph etc... is used is consistently across all phonic groups to ensure it is embedded throughout the key stage. Children use robot arms to segment and blend words during phonics sessions and they are confident applying sound buttons to words to support their reading. Both classes use ‘Jolly Phonics’ actions to aid the learning of new sounds.
In EYFS children move through Phases 2-4 with the aim to begin Phase 5a at the start of Year 1. Children are assessed regularly throughout phases to ensure errors are addressed. Children start Year 2 learning strategies for spelling following the whole school Word Study approach.
Phonics Screening Test
At the end of Year 1 all children's phonic knowledge is tested using the Phonics Screen. All Year 1 children in England take this test. Attainment in the Phonic Screen at Peover Superior has been consistently above national average.
In 2017 and 2018 Peover Superior was the highest attaining school for achieving the Year 1 phonics test in Cheshire East.
In phonics lessons children are taught three main things:
They are taught GPCs. This stands for grapheme phoneme correspondences. This simply means that they are taught all the phonemes in the English language and ways of writing them down. These sounds are taught in a particular order. The first sounds to be taught are s, a, t, p.
Children are taught to be able to blend. This is when children say the sounds that make up a word and are able to merge the sounds together until they can hear what the word is. This skill is vital in learning to read.
Children are also taught to segment. This is the opposite of blending. Children are able to say a word and then break it up into the phonemes that make it up. This skill is vital in being able to spell words.
Letters and Sounds Scheme
Phonic Knowledge and Skills
|Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.|
|Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.|
|The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.|
|No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.|
|Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.|
|Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.|