Quick Links

Useful Links

GSO Test

Phonics and the Teaching of Early Reading

Intent

Phonics (reading and spelling):

At Cavendish, we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Reception and follow the Little Wandle Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.

Comprehension:

At Cavendish, we value reading as a crucial life skill. By the time children leave us, they read confidently for meaning and regularly enjoy reading for pleasure. Our readers are equipped with the tools to tackle unfamiliar vocabulary. We encourage our children to see themselves as readers for both pleasure and purpose.

Implementation

Foundations for phonics in Nursery:

We provide a balance of child-led and adult-led experiences for all children that meet the curriculum expectations for ‘Communication and language’ and ‘Literacy’. These include:

  • sharing high-quality stories and poems
  • learning a range of nursery rhymes and action rhymes
  • activities that develop focused listening and attention, including oral blending
  • attention to high-quality language.
  • We ensure Nursery children are well prepared to begin learning grapheme-phoneme correspondences (GPCs) and blending in Reception.

Daily phonics lessons in Reception and Year 1:

We teach phonics for 30 minutes a day. In Reception, we build from 10-minute lessons, with additional daily oral blending games, to the full-length lesson as quickly as possible. Each Friday, we review the week’s teaching to help children become fluent readers.

Children make a strong start in Reception: teaching begins one week after the children start school in the Autumn term.  We follow the Little Wandle Letters and Sounds Revised expectations of progress:

  • Children in Reception are taught to read and spell words using Phase 2 and 3 GPCs, and words with adjacent consonants (Phase 4) with fluency and accuracy.
  • Children in Year 1 review Phase 3 and 4 and are taught to read and spell words using Phase 5 GPCs with fluency and accuracy.

Daily Keep-up lessons ensure every child learns to read:

Any child who needs additional practice has daily Keep-up support, taught by a fully trained adult. Keep-up lessons match the structure of class teaching, and use the same procedures, resources and mantras, but in smaller steps with more repetition, so that every child secures their learning.

We timetable daily phonics lessons for any child in Year 2 or 3 who is not fully fluent at reading or has not passed the Phonics Screening Check. These children urgently need to catch up, so the gap between themselves and their peers does not widen. We use the Little Wandle Letters and Sounds Revised assessments to identify the gaps in their phonic knowledge and teach to these using the Keep-up resources – at pace.

If any child in Year 3 to 6 has gaps in their phonic knowledge when reading or writing, we plan phonics ‘catch-up’ lessons to address specific reading/writing gaps. These short, sharp lessons last 10 minutes and take place at least three times a week.

Teaching reading: Reading practice sessions three times a week:

We teach children to read through reading practice sessions three times a week. These:

  • are taught by a fully trained adult to small groups of approximately six children
  • use books matched to the children’s secure phonic knowledge using the Little Wandle Letters and Sounds Revised assessments and book matching grids on pages 11–20 of ‘Application of phonics to reading’
  • are monitored by the class teacher, who rotates and works with each group on a regular basis.
  • have a clear focus, so that the demands of the session do not overload the children’s working memory. Three key reading skills are the focus: decoding, prosody and comprehension

In Reception these sessions start in Week 4. Children who are not yet decoding have daily additional blending practice in small groups, so that they quickly learn to blend and can begin to read books.  In Year 2 and 3, we continue to teach reading in this way for any children who still need to practise reading with decodable books.

Ensuring reading for pleasure:

Reading for pleasure is the single most important indicator of a child’s success.’ (OECD 2002)

‘The will influences the skill and vice versa.’ (OECD 2010)

We value reading for pleasure highly and work hard as a school to grow our Reading for Pleasure pedagogy.

  • We read to children every day. We choose these books carefully as we want children to experience a wide range of books, including books that reflect the children at Cavendish and our local community as well as books that open windows into other worlds and cultures.
  • Every classroom has an inviting book collection/ book area that encourages a love for reading. We curate these books and talk about them to entice children to read a wide range of books.
  • In Nursery/Reception, children have access to the reading corner every day in their free flow time and the books are continually refreshed.
  • Children from Reception onwards have a home reading record. The parent/carer records comments to share with the adults in school and the adults will write in this on a regular basis to ensure communication between home and school.
  • As the children progress through the school, they are encouraged to write their own comments and keep a list of the books/authors that they have read.
  • The school library is made available for classes to use. Slots are timetabled. Children across the school have regular opportunities to engage with a wide range of Reading for Pleasure events (book fairs, author visits and workshops, national events etc).

Assessment:

Formative assessment is used to identify children needing Keep-up support.  Weekly in the Review lesson to assess gaps, address these immediately and secure fluency of GPCs, words and spellings.  Summative assessment is used to assess progress, identify gaps and inform planning and additional support and catch up.  Children at the end of Year 1 will complete the Phonics Screening Check.  Any children who do not pass this will continue phonics teaching and resit in Year 2.

Impact

As a result of skilled teaching and our rigorous programme, all our children are able to tackle any unfamiliar words as they read. At Cavendish, we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.

We believe teaching every child to read is so important, we have a Reading Leader (Laura Mannas) who drives the early reading programme in our school. This person is highly skilled at teaching phonics and reading, and they monitor and support our reading team, so everyone teaches with fidelity to the Little Wandle Letters and Sounds Revised programme.

 

 Phonics and teaching of early reading policy can be accessed here.