Phonics

At St Mary's, we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Reception and follow the Little Wandle Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school. As a result, children are able to tackle any unfamiliar words as they read.

At St Mary's, we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.

As a school, we appreciate the help parents give with learning how to sound out words. This can be difficult if it is not the way you were taught. Pronunciation needs to be precise so that children learn to blend sounds into words. 

To help you model sounds correctly please follow this link for a demonstration.  https://www.youtube.com/watch?v=IwJx1NSineE

Teaching Phonics

  • In Reception and Y1, children follow the progression within Little Wandle Letters and Sounds Revised programme. Phonics is taught daily and there is a review session on a Friday.
  • Phonics starts in Reception straight away to ensure the children make a strong start.
  • By the end of Reception, children will have been taught up to the end of phase 4.
  • By the end of Year 1, children will have been taught up to the end of phase 5.
  • Year 1 sessions are 30 minutes long.
  • In Y2-Y6 there are planned phonic ‘catch-up’ sessions following a set model to address specific reading/writing gaps. 

Reading practice sessions

  • Children across Reception, Year 1, Year 2 (and beyond if appropriate) apply their phonics knowledge by using a full matched decodable reader in a small group reading practice session.
  • These sessions happen three times a week. There are approximately 6 children in a group.
  • The sessions follow the model set out in Little Wandle Letters and Sounds Revised.

Impact

Assessment 

  • In Reception and Year 1, at the end of each week there is a review session which recaps the learning. There are also whole review weeks (pre-planned and bespoke review weeks to address gaps identified by the class teacher’s ongoing formative assessment).
  • Children identified in Reception and Y1 as in danger of falling behind are immediately identified and daily ‘keep up’ sessions are put in place – sessions follow the Little Wandle Letters and Sounds Revised programme.
  • In Reception and Year 1, the children are assessed at the end of every half term using the Little Wandle Letters and Sounds Revised assessment tracker.
  • The children in Y1 sit the Phonics Screening Check in the summer term.
  • Children who do not pass the Phonics Screening Check in Y1, will re-sit this in Y2.
  • Children who are in Y2-Y6 and need ‘catch up’ sessions are assessed through teacher’s ongoing formative assessment as well as half termly summative assessments.