Phonics Curriculum at North Wootton Academy
Here at North Wootton Academy, we aim to create a love for Reading, Writing and Spelling through the consistent approach of Phonics teaching. We want every child to leave the school with the skills of an outstanding reader, writer and speller.
Children are introduced to Phonics teaching as soon as they enter our reception classes with a brief recap on Phase 1 Phonics.
From the second full week of school, children will begin formal teaching of Phonics beginning with Phase 2 where all children will learn the phonemes for the corresponding grapheme. Initially, children begin with the single sounds before progressing onto digraphs and trigraphs.
As they develop through their knowledge and understanding of Phonics, alternative pronunciations and spellings will be introduced in Year 1 before moving onto spelling rules in Year 2.
Phonics is delivered daily as an explicit lesson in EYFS and KS1. Phonics is taught as a whole class approach to ensure that quality first teaching is accessible to all children.
Children are then assessed termly on their Phonics knowledge which is then used as the basis for intervention.
Phonics is clearly linked with early reading with children taking home two different reading books: one is based on the GPCs taught in the week and the other one being is a colour banded book that provides breadth and exposure to a wider range of words.
The impact of the teaching is Phonics is assessed through the application of the Phonics assessment which are split into the 4 different phases (Phase 2, Phase 3, Phase 4 and Phase 5).
All assessments are judged termly through a data validation process in which data, books and teaching are reviewed by the subject leader and discussed with each teacher to ensure an accuracy in assessment. All SEND, EAL and pupil premium champions track these cohorts specifically on a half-termly basis and conduct pupil progress reviews twice yearly. With regard to SEND, this may involve the reviewing of their progress on NAP steps as required for pupils 2 years below the expected level.
Within the EYFS, key milestones have been identified across the year and these are used to assess the children’s progress towards meeting the ELG for writing; this enables the more timely identification of any gaps that need addressing.