Menu
Home Page

Phonics

Phonics Statement

Phonic sessions are taught at Eastling Primary School in a whole class, structured programme of daily lessons from the beginning of Foundation Stage to the end of Year 2. The Letters and Sounds Programme is followed, providing a systematic, synthetic approach to the teaching of phonics. This programme is supported by children accessing Phonics Play, Purple Mash and other activities throughout the school day and at home. Children who need additional phonic input have discreet programmes tailored to their phonic awareness and development throughout the week. Phonics is taught in a variety of ways, including high quality modelling of sounding out, decoding, segmenting and blending strategies. Interactive resources and games are used and children are given the opportunity to rehearse sounds verbally and record them in written work. Phonics sessions are structured to build on previous learning and introduce new phonics skills and subject knowledge. Sessions often follow the revisit/review, teach, practise and apply model. Sessions are planned to include opportunities for development of speaking and listening, reading and writing. The school spelling programs complement the phonics learning from Reception through to the end of KS2. The Letters and Sounds scheme is grouped into phases and pupils progress from phase 1 to phase 6. These phases ensure that children advance from talking about and exploring sounds, through to understanding what graphemes and phonemes are. Pupils learn about GPCs (grapheme-phoneme correspondences), consonant digraphs, vowel digraphs and tri-graphs. Children develop knowledge of how to blend and segment the phonemes within words, including those with adjacent consonants. Children in Reception begin with Phase 1, which provides a range of listening activities through play, to develop their listening skills and are introduced to Phase 2 which marks the start of systematic phonic work. Grapheme-phoneme correspondence is introduced. The process of segmenting whole words and selecting letters to represent those phonemes is taught writing the letters to encode words. Phase 3 completes the teaching of the alphabet and then moves on to cover sounds represented by more than one letter, learning one representation for each of the 44 phonemes. At this stage just one grapheme (spelling) is given for each phoneme. When children become secure they continue into Phase 4 where they start to read and spell words containing adjacent consonants. Within phase 5, pupils progress to learning about split digraphs, alternative pronunciations of the same grapheme, and alternative representations of the same phoneme. Phase 6 concentrates on developing a variety of spelling strategies including homophones (word specific spellings) eg see/ sea, spelling of words with prefixes and suffixes, doubling and dropping letters where necessary. Also the accurate spelling of words containing unusual grapheme-phoneme correspondences eg. laughs, two. The reading and spelling of high frequency words are taught throughout the academic year, as part of phonic development, along with how to spell tricky words which may not fit conventional spelling rules. Each June, all children in Year 1 undertake a National Phonics Screening Check. This check consists of 40 words (20 real words and 20 pseudo words) which the children will be required to read. The focus of this check is to see if pupils can decode a range of words which they have not seen before. The children who did not meet the required standard for the check in year, enter again in Year 2 after having additional support. As children enter KS2, provision is made for any children who may still require daily phonics

Top