‘Live And Learn With Jesus’
SACRED HEART CATHOLIC PRIMARY SCHOOL, LEIGH
Adopted November 2020
At Sacred Heart Catholic Primary School we believe that the teaching of Phonics plays a vital role in teaching children to read, write and spell. We follow the ‘Sounds-Write’ Phonics Scheme which is a high-quality program that is endorsed by the Department for Education.
Our aim is for the vast majority of children to be confident readers by the end of Key Stage 1. High quality Phonics teaching enables children to decode new words confidently and independently and leads to improved understanding. This will enable the children to read for pleasure and develop their comprehension skills. Sounds-Write phonics also teaches children how to spell words and help them to become confident writers.
The main objective of the teaching and learning of Phonics is to enable all children to access reading and writing at an age-appropriate level. This is best achieved when there is:
Sounds-Write has four key concepts that must be followed. They are:
Sounds-Write is a quality first Phonics Programme that offers the classroom teacher an instructional method that works because it is a structured, multi-sensory, progressive and co-ordinated approach to teaching children to read and spell. The principal attainment targets are:
Children failing to meet the principal attainment targets will receive targeted intervention which will be tracked and monitored.
The teaching of Phonics in Foundation Stage, KS1 and KS2 (for those who did not meet the attainment targets by the end of KS1) will be planned in accordance with our Phonics Policy and will include:
Planning should reflect and build upon children’s prior learning. Staff must ensure that all children are given sufficient exposure to the letter sound correspondences that will be presented to them in the Year 1 phonics screening assessment, where children must use their phonic knowledge to correctly read 40 words; both real and nonsense words. If the children do not achieve the allotted pass rate, they will receive targeted intervention before re-taking the test in Year 2. Children will be matched to an appropriate book level that matches their phonic knowledge. For children learning the Initial code, Sounds-Write and Dandelion reading books will be used alongside other appropriate phonic based reading schemes. For children learning the Extended code and other phonics-based reading schemes will be used to help children practise and consolidate their phonics skills.
Teaching and learning
Assessment, Recording and Reporting
On-going formative assessment will be used by the class teacher and teaching assistants to determine how successful the children have been in the three key skills of Sounds-Write which are:
Progress will be monitored using the individual Sounds-Write assessment sheet and whole class Tracking (available on T-Drive). All children will be assessed at least once per half-term and this data will be analysed and used to determine which children need to join a Phonics intervention group, by the class teacher. Children in Year 1 (and those in Year 2 who didn’t pass the Year Phonics Screen) will take practise Phonics Screen tests once a term to monitor their progress. Assessment results will be shared with the Phonics Leader.
The Phonics Leader will monitor and evaluate the planning and teaching of Phonics within the school thorough observations, learning walks, scrutiny of work, displays and on-going discussions with class teachers. All teachers and Teaching Assistants will receive Sounds-Write training to ensure that lesson delivery is a high quality and consistent with the School Phonics Policy.
Appendix 1: Sounds-Write Progression Plan
Appendix 2: Initial Code Assessment sheet
Appendix 3: Individual Initial Code Tracking
Appendix 4: Sounds-Write Intervention sheet
Appendix 5: Diagnostics Test
Appendix 6: Weekly Planning Sheet
Appendix 7: Phonics Screening and Sounds-Write Links
Sacred Heart Catholic Primary School Sounds-Write Progression
From this point, Sounds-Write to be used as the basis for all phonics planning. Government advice is not to mix and match phonics schemes. Word lists and to aid teaching can be found in the Sounds Write file and games and other teaching aids can be found in the Sounds-Write folder on the T Drive.
Initial Code (Reception)
Children to be secure at all of the above by the end of Foundation stage and higher achievers to start working on the extended code.
Extended Code (Year 1)
Teach polysyllabic words alongside the Extended code. Priority has been given to the sounds required for the Year 1 phonics screen. Older children can be taught a wider selection of sounds (as laid out in the Sounds-Write folder), if desired.
These are the spellings required for the KS1 curriculum. Further alternative spellings and alternative pronunciations can be found in the Sounds-Write folder on the T Drive. Children will also need to be taught to spell using the guidance in Appendix 1 from the National Curriculum. This will include how to spell various suffixes and prefixes, past tense, plurals etc.
Sounds – Write Tracking: INITIAL CODE
Sounds Write INTERVENTION Planning
Sounds-Write Weekly Planning Sheet