At Dane Royd Junior and Infant School, we want children to become confident and enthusiastic readers and writers.
Following the Letters and Sounds Phonics programme, teachers and teaching assistants strive to ensure pupils learn to read quickly and skillfully. Through systematically planned sessions we aim to ensure all children
recognise the sounds that each individual letter makes;
identify the sounds that different combinations of letters make - such as ‘sh’ or ‘igh’
sound out and blend these sounds together from left to right to make a word.
Pupils can then use this knowledge to ‘de-code’ new words that they hear or see. This is the first important step in learning to read.
In Nursery we immerse children in Phase 1 of Letters and Sounds. There are seven aspects taught:
1. Environmental Sounds
2. Instrumental Sounds
3. Body Percussion
4. Rhythm and Rhyme
6. Voice Sounds
7. Blending and Segmenting
All the aspects are taught through group times and total immersion in a rich language environment. We aim to do this providing lots of opportunities for children to join in with rhymes, singing time, rhyming stories, clapping rhythms, musical instruments etc. We also use short discrete group times to model a variety of activities with all 7 aspects taught during the week and use carefully chosen books to consolidate rhyming words and voice sounds. We encourage children to join in, especially with the repetitive parts to build confidence and develop language skills.
Once children are ready, they will begin to access a more formal lesson taught using the Letters and Sounds Synthetic Phonic Programme. It is taught daily, systematically across the year group streamed by ability.
It is important that the teaching of reading is matched to the child’s phonic knowledge. As such, all children must have a reading book that closely matches the sounds they have learnt in their phonics lessons.
On-going assessments identify any gaps in children’s learning which are then targeted with small group/1:1 interventions to ensure they catch up quickly.
Through the teaching of systematic phonics, our aim is for children to become fluent readers by the end of Key Stage One. This way, children can focus on developing their fluency and comprehension as they move through the school.
Half termly assessments enable teachers in EYFS and Year 1 along with the phonics lead to track the progress of the cohort. Any children off track are identified and targeted with small group/1:1 interventions to fill gaps in their phonetic knowledge to ensure they catch up quickly.
Attainment in phonics is measured by the Phonics Screening Test at the end of Year 1.