PhonicsPolicyRationaleAt The Baird Primary Academy, we recognise the importance of phonological decoding as one of a number ofstrategiestodevelopearlyreadingskills.Whencombinedwithreadingdialogueandthepromotionofreadingforpleasure,childrencanapplytheseskillstotackleunfamiliartextsandtoexpressthemselves inwrittenform,thusbecomingmoreindependentreadersandwriters.Aims

• Toprovidepupilswithaclearunderstandingofhowthealphabetworksforreadingandspelling;• To enable our pupils to become fluent and confident readers with a strong phonological

awareness;• Todeveloppupils’sightvocabularytoaidfluentreading;• To provide opportunities for repetition and consolidation so that spelling and reading become

automatic.TeachingandLearningPupils will have a variety of teaching and learning experiences following the Letters and SoundsFrameworkandincorporatingJollyPhonicsactions(seeappendix1).Pupilswillbetaughteachphase insetyeargroups (listedbelow).All classes inEarlyYearsandKeyStageOnewill receiveadailyphonicsinput.Eachphonicssessionwillfollowthesamestructure.1.Revisit/Recap2.Teach3.Practise4.Apply5.AssessEachphonics sessionwill bewell plannedproviding the childrenwitha varietyofmulti-sensory, visual,auditory, kinaesthetic learning experiences. Adults may make use of planning from ‘Phonics Play’ tosupporttheirownplanning(seeappendix2).Throughthe‘apply’elementofeachsession,pupilswillusetheirphonicknowledgeforreadingandspelling.Progression

Nursery (Phase 1)

Pupils will be taught to:

• Develop speaking and listening skills; • Developing language and vocabulary; • Explore environmental sounds, instrumental sound, body percussion, rhythm and rhyme,

alliteration, voice sounds, oral blending and segmenting; • Sing the Jolly Phonics songs and related actions (phase 2); • Develop curiosity about letters and sounds through use of the ‘interest table’ for Phase 2

sounds (satpin)

Reception (Phase 2, 3 and 4)

Pupils will be taught: Phase 2

• 19 letters including their sound and name • To segment and blend letters including VC and CVC words.

AssessmentandReportingThephonicknowledgeofallpupils inNursery,Reception,Year1andYear2willbeassessedtermlyandrecordedusing ‘TheBairdPrimaryAcademyPhonicsAssessment’ documents – individual orwhole class (see appendix 3).Theseassessmentswillbeusedtoinformtheteacherofindividualpupils’progressaswellashighlightinganygaps

• To read some tricky words (words which are not phonetically decodable). • To read two syllable words and simple captions.

Phase 3

• Another 25 graphemes • To use their blending and segmenting knowledge when reading and spelling. • To read more tricky words and they will begin to learn how to spell these.

Handwriting and letter formation will be taught daily and pupils will be provided with writing opportunities during free flow sessions. Shape families and images to represent letter formations will be used to support pupils to learn correct letter formation.

Phase 4 Pupils will be given the opportunity to consolidate their knowledge of graphemes, segmenting and blending. They will be focused on reading and spelling words with adjacent consonants and polysyllabic words.

Year One (Revisit Phase 4 and Teach Phase 5) Teach Y1 Spelling Curriculum

Phase 4 Pupils will be given the opportunity to consolidate their knowledge of graphemes, segmenting and blending. They will be focused on reading and spelling words with adjacent consonants and polysyllabic words. Phase 5 Pupils will be taught:

• New graphemes and alternative pronunciations for the graphemes they already know. • To select the correct grapheme to represent phonemes when spelling.

Year 2 Revisit Phase 5 Teach Phase 6 (in conjunction with Y2 curriculum) Teach Y2 Spelling Curriculum

Revisit Phase 5 Pupils will be taught:

• New graphemes and alternative pronunciations for the graphemes they already know. • To select the correct grapheme to represent phonemes when spelling.

Phase 6 Pupils will be taught:

• Spelling rules and conventions , including past tense, adding suffixes, strategies for spelling longer words and words with irregularities,

From Year 3 onwards Teach Spelling Curriculum

Pupils will be provided with daily opportunities to consolidate and deepen their knowledge and understanding, in line with expectations for spelling from the English Curriculum (available to view on our website).

whichhaveemerged to shape the teachingofphonics for thecoming term for theclass,groupsand individuals,includinganyadditionalteachinginterventionwhichmayberequired.Inlinewithstatutoryrequirements,allpupilsinYear1willundertakeaphonicsscreeninginTerm5.Theresultsofthis screeningwillbe included in theannual summary report toparents foreach individualpupil.Prior to this, inTerms2and4,pupilswillgainexperienceofaccessingsimilartestmaterialsasthoseusedinthescreeningandagapanalysiswillbeconductedandusedtoaddresslearningneeds1.Inlinewithstatutoryrequirements,anypupilswhodonotmeettheexpectedstandardintheYear1phonicsscreenwillberescreenedinTerm2and4ofYear2.FromSeptember,theywillbemonitoredandsupportedthroughcloseteacherassessmentandregularphonicinterventions.AnyindividualpupilswhostillarereceivingphonicssupportafterYear2willbeassessedinTerm2and4,using‘TheBairdPrimaryAcademyAssessmentDocument’,andtrackedbytheEnglishSubjectLeaderandSENCo.1 Results will be recorded in Target Tracker and discussed as part of Pupil Progress meetings.

Appendix1JollyPhonicsActions

Appendix 2 – Example of Phonics Play Planning

Appendix 3 Phonics – Individual Assessment

Baird Phonics Assessment Grid

Phase 1

Aspect 1 - Environmental sound yes / no Can you sing quietly? Can you sing loudly? Can you make the sound that a cow makes? Can you make an animal sound for me to guess? What do you think is making this sound? (behind screen) Aspect 2 - Instrumental sounds Can you repeat this rhythm after me? Can you copy this sound (loud then quiet)? Can you start and stop when I signal? Aspect 3 – Body Percussion Can you join in with this action song? Can you dance to this song? When can I be noisy? When can I be quiet? Can you copy my sounds (slow, fast, quiet, loud, long, short) Aspect 4 – Rhythm and rhyme Can you say a word that rhymes with men, den_______? Can you say a word that rhymes with cat, mat_______? Can you say a word that rhymes with sky, my_________? Can you say a word that rhymes with jelly, belly, _________? Aspect 5 - Alliteration Can you tell me an animal that starts with ‘s’? Can you tell me a name that starts with ‘M’? How many things do you know that start with ‘t’? Can you finish this – Silly Simon saw a __________? I spy something beginning with ‘b’ – what is it? Aspect 6 – Voice Sounds Can you make a sound like a clock? What is your favourite sound? Can you speak like a robot c-a-t? Can you copy me (make a series of sounds)? Is this sound loud or quiet? Can you sing me a song that you like? Aspect 7 – Blending and segmenting How many sounds can you hear in pin?

What are they? I spy a z-i-p, what can I see? How many sounds in s-a-p? What are they?

Baird Phonics Assessment Grid

Phase 2 I know all my sounds – read and write:

s a t p i n m d g o c k ck e u r h b f ff l ll ss

Orally blend CVC words yes / no c-a-t m-u-m m-a-n s-o-ck c-u-p p-e-g h-u-g b-a-g h-o-t s-i-ck Orally segment CVC words jam zip net

dog bat fan leg pet mud cod Read and spell CVC words yes / no if am on up is it in at an as ip ug ock ab Read 5 tricky words the to I no go Blending and Fluency Assessment (Highlight words read correctly.)

a hug and a kiss a cat on a bed on top of the rock to the top of the hill a bag of nuts get off the bus to huff and puff no lid on the pan go to the log hut pack a pen in a bag a hot hob a doll in a cot

Baird Phonics Assessment Grid Phase 3 I know all my sounds – read and write:

j v w x y z zz qu ch sh th ng ai ee igh oa o oar or ur ow oi ear air ure er Read 5 tricky words yes / no he we be me she my you all are they her was I can blend to read jacket cobweb jet zip ship goat pain fight park soil corn fair teat feet main book bath turn cow chat how dinner ladder doit poat gair morck sowd

chon I can spell this words (Highlight words spelled correctly.) web jam zip chip shop coat moon torn weep park coin cow rain night he we me be she was they her all you my are

Blending and Fluency Assessment (Highlight words read correctly.) On the farmt I will soon visit my nan at her farm. She will let me feed the hens and chickens. They peck up corn in the farmyard. She has goats and cows as well as hens. She gets the hens into a shed at night – foxes might get them.

Baird Phonics Assessment Grid

Phase 4

I can read these tricky words yes / no he we be me she my you all are they her was said have like so come do one little there what when out here

I can blend to read fight car-park ladder milk next went dent drink clap trap flat nest slip tent flag stamp train spoon

spark growl from soft slept lunchbox deart spairt drart florp smeeck kerlf bamp I can spell these words (Highlight words spelled correctly.) band gift chimp sandpit stop sniff green clown swing smell brush twist think crunch

I can spell these tricky words (Highlight words spelled correctly.) said have like so do some come were there little one when out what

Blending and Fluency Assessment (Highlight words read correctly.) Fred and Brett spent a week in Spain. I must not tramp on the flowers. I kept bumping into things in the dark. A crab crept into a crack in the rock. Milk is good for children’s teeth. A drip from the tap drops in the sink. The clown did tricks with a chimpanzee. I can hear twigs snapping in the wind. The frog jumps in the pond and swims off. It is fun to camp in a tent.

Baird Phonics Assessment Grid

Phase 5

I can read and write each sound: ay oy ea ir ou oe aw au ie wh ph ue i_e o_e ew e_e a_e ey

I can read these tricky words yes / no Oh their looked asked called people could Mr Mrs

said have like so come do one little there what when out here I can blend to read yes / no teach fried annoy cried glue chew claw threw blue enjoy true cloud tray found toes birds wheel toys tissue value why dolphin donkey spray launch elephant replied goes shirt make time slide note alone cake these take June shake cube inside use first

diploy pheen whaip oyder tronkey surkay stome chake froup gleach trake clube girth doeck

I can segment and spell these words spray found tie treat enjoy shirt blue raw why elephant chew toe Paul reach made cloud beach

I can spell these tricky words looked oh asked called could Mr Mrs people little one when out what their come so have were day very about

I can read words with alternative spellings for phase 5 phonemes

none blouse only future adventure whistle listen plumber climb read search half would bear world somewhere work please share care talk wear bowl tow spy dry knife knight sugar chef mention

Blending and Fluency Assessment (Highlight words read correctly.) Paul eats peas with his meat. Kay must pay for her new bike. We can bake a pie today. The boys shout as they play outside. They saw that the dog had hurt its paw. Children like the seaside. Loud sounds can be annoying. Mum gave us a few grapes as a treat. The girl came home on the train. You can tie things up with string.