PHONICS Intent, Implementation and Impact Statement

INTENT

At Little Gonerby Infant school, we recognise reading as a key life skill, which underpins access to the rest of the curriculum. We aim for children to read words and simple sentences by the end of Reception, become successful, fluent readers by the end of Key Stage 1 and develop a lifelong love of reading as they move through school. The systematic teaching of synthetic phonics, using the government approved scheme ‘Rocket phonics’ is given a high priority throughout Early Years and Key Stage 1. Children need to learn key phonic knowledge and develop skills in segmenting and blending to complete the phonics check at the end of Year 1 and as part of developing fluency in reading. We also value and encourage pupils to read for enjoyment and recognise that this starts with the foundations of acquiring letter sounds, segmenting and blending skills – enjoying success and gaining confidence from a positive experience.

• By the end of Reception, the aim is for all children to have a secure understanding of Phase 2 and 3 letter sounds and use them to blend and segment words. Children will be introduced to the tricky words alongside the letter sounds. 
• The aim in Year 1 is to ensure all children have completed Phase 4 and 5 and be ready to begin phase 6. We aim for all children to read and write all the tricky words within the phonic phases. 

IMPLEMENTATION

Through the teaching of phonics following ‘Rocket phonics’, the children are taught the essential skills needed for reading. Phonics is taught daily to all children in Reception and KS1. Phonics teaching is systematic, engaging, lively and interactive.

Each phonics lesson includes the following elements:

• Revise – overlearn the previous graphemes and words
• Teach – introduce a new grapheme/words
• Practise – develop GPCs (grapheme phoneme correspondences)/read and spell new words
• Apply – use new graphemes/words in games and activities to secure knowledge
• Assess – monitor progress within each phase to inform planning

Extra support is provided to those in Year 2 who have not passed phonics screening in Year 1 and interventions are planned for those children who are working below expected levels.

Staff systematically teach learners the relationship between sounds and the written spelling patterns, or graphemes, which represent them. In Reception, Phonics is taught through daily whole class teaching input and small group activities. Staff ensure phonics is an integrated part of all learning in Reception, making links across the Early Years Curriculum as children explore the environment. In Year 1 and Year 2 the teaching of phonics is organised into groups depending on children’s prior knowledge and individual needs. The children progress through the Rocket phonics booklets. Same day interventions are offered so that the children keep up and are ready to move on the next day. 

Teachers regularly assess children’s phonics knowledge using the phonics assessment grid and an online phonics tracking system. These regular assessments inform planning and allow teachers to identify any gaps in learning. Children have phonically decodable reading books matched to their phonics knowledge which they are encouraged to read regularly at home to ensure fluency in reading is developed. Books are chosen from our reading schemes.

IMPACT

Through the teaching of systematic phonics, our aim is for children to become fluent readers by the end of Key Stage 1. Children can then focus on developing fluency and comprehension throughout the school. Attainment in phonics is measured by the Phonics Screening Test at the end of Year 1