Phonics and Early Reading curriculum statement
At Badsworth C of E Junior and Infant School, we aim to instil a love of reading in all children. The rigorous, systematic teaching of synthetic phonics has a high priority throughout Foundation Stage and Key Stage 1, and underpins the decoding and spelling provision in Key Stage 2. We value reading as a key life skill, and are dedicated to enabling our children to become lifelong readers and have the ability to lead aspects of their own learning. We acknowledge that children need to be taught the key skills in segmenting and blending in order to be equipped with the knowledge to be able to become fluent and confident readers. We actively 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.
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 within Early Years Foundation Stage and Year 1. Interventions are in place for children who are not working at the expected standard and therefore require additional support. These intervention groups are specific and informed by daily formative assessment conducted by teachers as well as support staff.
Extra support is provided to children in Year 2 who have not passed the phonics screening check in Year 1 and specific, targeted interventions are planned for children throughout KS2 who are working below the expected standard.
During phonics lessons staff systematically teach children the relationship between sounds and the written spelling patterns, or graphemes, which represent them. Phonics is delivered systematically and follows the Floppy’s phonics sounds and letters teaching and learning sequence. This sequence is as follows:
We understand the importance of reading and how parents and carers have a vital role to play in helping children to enjoy and gain success in reading. All children within Early Years Foundation Stage and Year 1 receive a ‘Phonics Folder’; this folder is part of children’s book bag routine and is taken home daily.
The phonics folder contains:
This facilitates collaboration between teachers and parents and carers. A session outlining the Floppy Phonics scheme was presented to parents, with parents understanding the key principles of the Floppy Phonics scheme and how they can best support their children.
From the associated reading scheme, Oxford Reading Tree, children have reading books within their phonics folder, 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. The decodable reading books allow for children to consolidate code knowledge and apply their learnt skills to reading.
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 the learning of reading skills that are embedded and practised across the whole curriculum. As a result, children have a thirst for reading and are able to participate in discussions, 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.
Unfortunately not the ones with chocolate chips.
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