Design & Technology
Here at Christ Church C of E Primary School, we aim to create a love for reading, writing and spelling through a consistent approach to phonics teaching and learning. We aim for children to become enthusiastic and motivated about reading, by developing a confidence in phonics.
Our aim is to build reciprocity between phonics, reading and writing and for every child to leave Christ Church with the knowledge and skills of an outstanding reader, writer and speller.
Children are introduced to phonics as soon as they enter our FS2 classes with a brief recap on phase 1 phonics. Early on in autumn term of FS2, children will begin formal teaching of phonics, beginning with phase 2, where all children will learn the phonemes for the corresponding grapheme. Initially, children begin with the single sounds before progressing onto learning digraphs and trigraphs. When learning the phonemes, children will learn rhymes that work alongside. These allow children to remember them and apply them in their reading and writing.
As children develop 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 as a whole class approach to ensure that quality first teaching is accessible to all children. Children are then assessed termly on their knowledge which is then used as the basis for interventions to help narrow the gap between the cohort.
Children take home two reading books: one which is phonetically decodable and one of their own choice that they can apply their knowledge and skills to. These books are colour banded so that it provides breadth and exposure to a range of vocabulary.
The impact of the teaching of phonics is assessed through the application of the phonics assessments, which are split into 4 different phases (phase 2, 3, 4 and 5). Statutory assessment of the Phonics Screening will also take place in Year 1 to assess phonics knowledge before progressing into Year 2.
All assessments are judged termly through a validation process in which data, books, teaching and pupil voice is reviewed by the subject leader along with a member of the SLT. Discussions are also held with the pupils and the class teachers to ensure consistency and accuracy of assessment.
All SEND, EAL and pupil premium pupils are also tracked as part of pupil progress monitoring. 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 a more -timely identification of any gaps that may need addressing.