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Phonics

Intent

Here at Oughterside, we aim to create a love for Reading, Writing and Spelling through the consistent approach of Phonics teaching. We want every child to leave the school with the skills of a reader, writer and speller.

Implementation

Children are introduced to Phonics teaching as soon as they enter our nursery with daily activities from Phase 1 Phonics. Oughterside uses the Letters and Sounds Programme and use activities from Phonics Play to help deliver sessions. 

From  Reception children will begin  Phase 2 where all children will learn the phonemes for the corresponding grapheme. Initially, children begin with the single sounds before progressing onto digraphs and trigraphs.

As they develop through their knowledge and understanding of Phonics, alternative pronunciations and spellings will be introduced in Year 1 before moving onto spelling rules in Year 2.

Phonics is delivered daily as an explicit lesson in EYFS and KS1. Phonics is taught using a streamed approach to ensure that quality first teaching is used and children are taught at the level of phonics that they need. 

Children are then assessed termly on their Phonics knowledge which is then used as the basis for intervention.

Phonics is clearly linked with early reading with the reading books linked to the phonic phase the children are currently being taught.

Impact

The impact of the teaching is Phonics is assessed through the application of the Phonics assessment which are split into the 4 different phases (Phase 2, Phase 3, Phase 4 and Phase 5).

All assessments are judged termly through a data validation process in which data, books and teaching are reviewed by the subject leader and discussed with each teacher to ensure an accuracy in assessment.  All SEND and pupil premium champions track these cohorts specifically on a half-termly basis and conduct pupil progress reviews twice yearly. 

Within the EYFS, key milestones have been identified across the year and these are used to assess the children’s progress towards meeting the ELG for writing; this enables the more timely identification of any gaps that need addressing.

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