Grimes Dyke Primary School

  1. Curriculum
  2. English
  3. Phonics

Phonics

We want pupils at Grimes Dyke Primary School:

  • to benefit from a systematic approach to the teaching of phonics from entry to school at 3 years of age. to enjoy the discreet teaching of phonics utilising a synthetic approach to phonics to have regular access to high quality phonic teaching which secures the crucial skills of word recognition that enables children to read fluently, freeing them to concentrate on the meaning of the text.
  • to enjoy a multi-sensory approach to learning phonics ensuring that all learning styles of children are engaged.
  • to have secured automatic decoding skills allowing children to progress from 'learning to read' to 'reading to learn'.
  • to pass the phonic screening check in year 1 and attain the expected level at the end of year 1.

Teaching and Learning

The Rose Report makes it clear that 'high quality phonic work' should be taught systematically and discretely as the prime approach used in the teaching of early reading. At Grimes Dyke Primary School we ensure the impact of our phonic teaching by ensuring that:

  • It is embedded as part of a broad and rich curriculum that engages children in a range of activities and experiences to develop their speaking and listening skills and phonological awareness.
  • Phonics is also taught discretely from entry to school at 3 years old in Foundation Stage 1. We engage parents in the teaching of phonics by offering parent workshops enabling parents to provide appropriate support at home
  • It is multi-sensory, fun and engaging for all pupils including the disadvantaged.
  • It is time limited, such that the great majority of children should be confident readers by the end of Key Stage 1
  • It is systematic and follows a carefully planned program using primarily the synthetic scheme "Letters and Sounds". This reinforces and builds on previous learning to secure children's progress. See Appendix 1 - Provision Map.
  • It is taught daily, where appropriate, discretely and at a brisk pace. There are opportunities to reinforce and apply acquired phonic knowledge and skills across the curriculum in activities such as shared and guided reading. Lessons follow the suggested 4 part lesson structure.

Phonics is taught as an integral part of reading with children taught:

  • grapheme-phonemes in a clearly defined sequence
  • to blend (synthesise) sounds (phonemes) in order through a word to then read it.
  • to segment words into phonemes for spelling
  • that blending and segmenting are a reversible processes

Please click here to read our Phonics Policy for more information about how we teach phonics

Please click here to read our Phonics Provision Map

Please click here to read our Phonics Long Term Plan

Phonics in Nursery

In Nursery Phonics is taught every day. We primarily focus on Phase 1. We have lots of fun in our phonics sessions and learn all about sounds in the environment, we explore sounds with the musical instruments; we learn about rhythm and use our voices to explore sounds, we love rhyming words in our class and like to break down words into syllables. We also like to identify words with the same sound, which helps you to orally segment and blend words

Phonics in Reception

Phonics is taught daily in Reception following a revisit, teach, practise and apply method. We apply everything we learn in these lessons in our reading and writing. We share our knowledge with each other and know to look on our phonics working wall and tricky word board if we need support. We are learning to recognise a selection of digraphs (two letters making one sound) and trigraphs (three letters making one sound) recognising them in our reading books. Our challenge is to apply them in our writing.   

Phonics in Y1

Phonics is taught daily in Year 1 following a revisit, teach, practise and apply method. We apply everything we learn in these lessons in our reading and writing. We share our knowledge with each other and know to look on our phonics working wall and tricky word wall if we need support. We are currently learning new alternative digraphs (two letters making one sound) and trigraphs (three letters making one sound) from Phase 5 in Letters and Sounds. Our challenge is to apply them in our writing and reading across the curriculum.