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Phonics

BooksAt Fairlawn Primary School we aspire to develop our learners as authors by equipping them with a strong command of the spoken and written word. In our readers, we inspire a love of books through promoting reading both for pleasure and the pursuit of knowledge. It is our intention to engage pupils through quality texts, which instil a love of reading, a passion for discovery and the confidence to explore their own imagination.

Phonics is a way of teaching children to read quickly and skilfully. Research shows that when phonics is taught in a structured way – starting with the easiest sounds and progressing through to the most complex – it is the most effective method of teaching young children to read (being particularly helpful for children aged 5-7)

 

· Phonics teaching at Fairlawn follows the Letters and Sounds programme.

· Phonics is taught systematically and consistently through the Fairlawn Phonics Strategy.

· Phonics is underpinned by a synthetic approach: letters and the sounds they represent.

· Phonics is delivered in daily 20 minute sessions from the start of reception and throughout Year 1.

· Due to our varied catchment we group pupils based on their phonic knowledge to focus our teaching.

· All staff are trained in delivering phonics using Letters and Sounds and the Fairlawn Phonics Strategy.

· Observations of phonics teaching are regularly undertaken to ensure consistency.

· Blending and segmenting is taught as a reversible process and both are taught daily.

· Common exception words (words which are not decodable yet) are taught alongside fully decodable words

· Children’s progress is constantly monitored to ensure that children are working in line with age related expectations. Some children may receive further 1:1 or small group phonics interventions to ensure that all children become confident and independent readers and do not fall behind their peers.

PHONICS SCREENING CHECK

The statutory phonics screening check was introduced in 2012 in order to give teachers and parents information on how children are progressing in phonics. It helps to identify whether children need additional support at this stage so that they do not fall behind in this vital early reading skill. It is taken individually by all children in Year 1 in England, and is usually taken in June.

Reading books

Cumulative progression of sounds and books is ensured through the organisation of our reading books. The books are organised into colour bands. Within each band the books are sorted into reading for meaning/sight words/ predictive texts and phonic readers. Symbols are used on the front of books and book boxes to identify what type of books they are. The ‘eyes’ symbol represents stories that have lots of sight words. These are usually predictive texts and help develop pupils’ reading for meaning skills. The sounding out symbol represents phonetically decodable.