St Pius X Catholic Primary School

'Restore all things in Christ'

01229 828406

admin@st-piusx.cumbria.sch.uk

Schneider Road, Barrow-in-Furness, Cumbria LA14 4AA

Phonics

Subject Leaders - Mr K McGoldrick & Mr H Bolton

Intent Statement

At St Pius X, as part of a broad and balanced curriculum, phonics runs alongside other teaching methods to help children develop vital reading and writing knowledge and skills and give them a real love of literacy to enable pupils to reach their full potential and succeed in life

Pre-reading skills are taught using synthetic phonics and the school follows the Department for Education's published programme ‘Letters and Sounds’ (click here), which fulfils the National Curriculum requirements. This provides us with a multi-sensory approach that accommodates all learning styles and meets the needs of all our pupils

We believe that phonics is the first strategy that children should be taught in helping them learn to read and become independent writers. The teaching of phonics is delivered using coherently planned and sequenced lessons to allow for sufficient progression. Phonics lessons are interactive to engage and motivate our pupils. As reading and writing are both important keys to learning, we teach phonics clearly and systematically in highly structured and ambitious daily lessons, learning the initial sounds first before progressing to exploring all of the different ways that sounds can be made in the English language!

The children are taught within the phase (there are five phases across the programme which span Nursery through to Year 2) that is appropriate to their level of development. The phonemes (sounds) are systematically taught before the children are shown how to blend them for reading and segmenting them for writing. There are 44 phonemes in English which the children must learn. Alongside this, the children are taught the ’high frequency words’ and ‘tricky words’. Once children complete the phonics phases they move on the No Nonsense Spelling programme in Year 2.

Long Term Plan

National Curriculum Coverage (Phonics Scheme)

To ensure we fulfil the National Curriculum requirement for phonics we follow the Department for Education's 'Letters and Sounds' publication (click here).

Progression

This document below summaries the learning progression of Phase 2 to Phase 5 sounds, high frequency words, tricky words and spellings at St Pius X.

The trajectories below set out how St Pius X plans to ensure our pupils leave Reception Phase 3 Secure and Year 1 Phase 5 Secure.

Assessment

At St Pius X we use Phonics Tracker (click here) to assess our pupils. The assessment is in real-time, capturing results and allows us to focus on our pupils' individual needs. Phonics Tracker allows us to assess pupils on phonemes, high frequency words, blending, segmenting, the Phonics Screening Check as well as writing assessments.

Pupils are assessed on a regular basis (at least termly) and where possible will be group pupils accordingly. Assessments are used to help identify the gaps in the pupils' phonic knowledge and staff build these gaps into the the 'revisit and review' of future lessons. 

Phase summaries are entered into ScholarPack at the end of each term.

Information for Parents

What is Phonics?

How to Pronounce Sounds

Terminology

Phoneme - the smallest unit of sound in a word It is generally accepted that most varieties of spoken English use about 44 phonemes.

Graphemes - a symbol of a phoneme. It is a letter or group of letters representing a sound.
 
Segmenting - breaking words down into phonemes to spell.

Blending - building words from phonemes to read.
 
Digraph - when two letters come together to make a phoneme. For example, /oa/ makes the sound in ‘boat’ and is also known as a vowel digraph. There are also consonant digraphs, for example, /sh/ and /ch/.

Trigraph - when three letters come together to make one phoneme, for example /igh/.
 
Split Digraph - a digraph in which the two letters are not adjacent – e.g. make.
 
Abbreviations

VC, CVC, and CCVC are the respective abbreviations for vowel-consonant, consonant-vowel-consonant, consonant-consonant-vowel-consonant, and are used to describe the order of graphemes in words (e.g. am (VC), Sam (CVC), slam (CCVC), or each (VC), beach (CVC), bleach (CCVC).

Tips for teaching your child the sounds:

  • It is important for a child to learn lower case or small letters rather than capital letters at first. Most early books and games use lower case letters and your child will learn these first at school. Obviously you should use a capital letter when required, such as at the beginning of the child’s name, eg. Paul.
  • When you talk about letters to your child, remember to use the letter sounds: a buh cuh duh e … rather than the alphabet names of the letters: ay bee see dee ee . The reason for this is that sounding out words is practically impossible if you use the alphabet names. eg. cat, would sound like: see ay tee
  • When saying the sounds of b, d, g, j and w you will notice the ‘uh’ sound which follows each, for example buh, duh… You cannot say the sound without it, however, try to emphasise the main letter sound.

Phonics Reading Scheme

From Nursery to Year 2 our reading scheme is based on the phonics phases to help pupils revisit and consolidate the sounds and word taught. More information can he found here.

Phonics Screening Check

At the end of Year 1, children complete a Phonics Screening Check required by the Government to assess where they are. More information can be found here.