Phonics curriculum statement
Intent
Here at Badsworth C of E Junior and Infant School, it is our intent for everyone to CARE - Prepare - Believe.
As a school we:
Consider And Respect Everyone, as Jesus taught.
Prepare for a bright future.
Believe we can make a difference.
‘I can do all things through Him who strengthens me’
Philippians 4:13
In order for all children to live out our vision, we believe in delivering an engaging, broad and balanced curriculum. Phonics is an important part of the children’s learning journey and a key component in holistically developing each learner. Our Phonics curriculum provides our children with opportunities to instil a love of reading in all children.
The systematic teaching of phonics has a high priority throughout Foundation Stage and Key Stage 1. At Badsworth C of E Junior and Infant School, we believe reading is a key life skill, and are dedicated to enabling all our children to become lifelong readers. We acknowledge that children need to be taught the key skills in segmenting and blending, preparing themselves with the knowledge to be able to flourish becoming fluent and confident readers. We also value and encourage children to read for enjoyment and recognise that this starts with the foundations of acquiring letter sounds, segmenting and blending skills whilst applying these skills to reading.
Implementation
Within the Early Years Foundation Stage to Year 1, children are taught a rigorous systematic synthetic approach to develop their phonetic knowledge, using the Floppy’s Phonics Scheme. Phonics is taught daily to all children in Foundation Stage, and Year 1. Extra support is provided to those in Year 2 who have not passed phonics screening in Year 1 and targeted interventions are planned for children throughout KS2 who are working below the expected level.
Staff systematically teach children the relationship between sounds and the written spelling patterns, or graphemes, which represent them.
From the associated reading scheme Oxford Reading Tree, children have reading books which they are encouraged to read regularly at home. These reading books are fully decodable for children based on the current level of Floppy Phonics they are secure in.
Impact
Through the teaching of systematic phonics, our aim is for children to leave KS1 and progress into KS2 with a good understanding of the alphabetic code and as confident, resourceful readers and writers who reflect upon their learning. Children are immersed in the wonders of high-quality texts, combined with learning reading skills that are embedded across the whole curriculum. As a result, children have a thirst for reading and are able to participate in discussions considerately, ask probing questions and apply their skills across the curriculum.
Attainment in reading is measured using the statutory assessments at the end of Key Stage One and Two. These results are measured against the reading attainment of children nationally. Attainment in phonics is measured by the Phonics Screening Test at the end of Year 1. However, we firmly believe that reading is the key to all learning and so the impact of our reading curriculum goes beyond the results of the statutory assessments.
Learn how to pronounce all 44 phonics sounds, or phonemes, used in the English language with these helpful examples from Suzy Ditchburn and her daughter. Find more phonics help on Oxford Owl: https://www.oxfordowl.co.uk/for-home/reading/phonics-made-easy/ Help your child learn to read with books and flashcards from Read with Oxford: https://www.oxfordowl.co.uk/for-home/find-a-book/read-with-oxford/ What is Oxford Owl?
Unfortunately not the ones with chocolate chips.
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