Literacy

Literacy at Lawn Primary and Nursery School is subdivided into four categories.

Reading

At Lawn Primary and Nursery School, we develop in our children the ability to have a lifelong enjoyment of books and reading.  We build on the interests, personality and different levels of ability each child brings to school.  Children follow a progressive phonics programme from the time they start school and the Oxford Reading Tree scheme.  Reading is taught and practised individually, in groups or as a whole class and children are given access to a range of stimulating reading materials from their first days at school.  All children are expected to read regularly at home, and the close partnership we have with you as parents is vital to the process of learning to read.  We celebrate the children’s achievements in reading in many ways, including weekly star reader awards for the children to take home and certificates presented during our celebration assemblies.  Every summer we also encourage the children to get “caught”reading in weird and wonderful places and photographs of these are displayed throughout the school.


Writing

At Lawn Primary and Nursery School we want to make sure every child is not only skilled at writing but enjoys being creative too. We want our children to be excited about the effect that their writing will have on anyone who reads it. The ability to produce fantastic writing depends on a sound understanding of basic skills and as a school we work hard to develop clear and well formed handwriting, good spelling skills and a sound understanding of punctuation and grammar. Alongside these basic skills we provide our children with a range of experiences and exciting stimuli which will enthuse them and help develop in them a love of writing. Writing at Lawn is celebrated on a regular basis with the presentation of certificates of achievement during our celebration assemblies and examples of different genres such as poems, reports and stories can be found all around the school. 


Speaking and Listening

Here at Lawn we teach and encourage children to develop their skills in speaking clearly and confidently in front of others. The children are expected to be able to work well in groups so we cultivate their listening skills through paired discussion across the curriculum.  In Key Stage 1 we encourage the children to use clear language to express their feelings and ideas as well as developing their imaginative language for use in their writing.  We teach the children how to work collaboratively in groups and the skills needed to listen carefully and actively. Once the children move to Key Stage 2 we build on their existing skills to help them progress in their ability to speak in a range of contexts with increasing sense of audience.


Phonics and Spelling

Intent

At Lawn Primary and Nursery School we are determined to provide high quality phonics teaching for all pupils so they can develop the skills they need to become successful readers and writers.  We recognise that phonics is fundamental to our pupil’s future success and is a key start to their learning journey.  

Expectations

We expect all pupils at Lawn Primary and Nursery School to be equipped with the phonic knowledge and skills they need to become competent readers and writers by the end of KS1.

How is the teaching of phonics organised?

Delivery:

At Lawn Primary and Nursery School, we recognise that pupils benefit from a systematic approach to the teaching of phonics from Nursery through to school. Therefore, pupils will have regular access to high quality phonics teaching which will be delivered through a synthetic phonics programme which secures the crucial skills of segmenting and blending that enables pupils to read and spell words.

The teaching of phonics is based upon the guidance in ‘Letters and Sounds’.  In Reception and KS1, we teach phonics through the Monster Phonics Scheme which is mapped against Letters and Sounds phases 1-6. 

Nursery – Phase 1

Phonics is taught following the Letters and Sounds guidance alongside the following programmes to create a multisensory approach: Jolly Phonics, Phonics Play and Monster Phonics.

Nursery begin with Phase 1 which explores oral segmenting and oral blending of familiar words and develops listening skills through a range of activities including, music, environmental sounds and rhyme. Older children, who are ready to progress, will begin to learn individual letter sounds from Phase 2 using Jolly Phonics actions, Phonics Play whiteboard activities and then move to Monster Phonics.

Reception – Phase 2, 3 and 4.

Phonics is taught discretely through the Monster Phonics programme. This is taught daily and pupils are encouraged to use new skills and knowledge within their classroom activities. Classrooms should have a phonics display which can be referred to and used during lessons.

In reception, pupils continue to build upon the listening activities and begin Phase 2. This marks the start of systematic phonic work and grapheme-phoneme correspondence is introduced. The process of segmenting whole words and selecting letters to represent those phonemes is taught. By the end of Phase 2, many children should be able to read and write some VC and CVC words. Phase 3 completes the teaching of the alphabet and then moves on to cover sounds represented by more than one letter, learning one representation for each of the 44 phonemes. At this stage just one grapheme (spelling) is given for each phoneme. When children become secure they continue into Phase 4 where they start to read and spell words containing adjacent consonants. The spelling of high frequency and tricky words are taught continuously throughout the phase.

Year 1 – Phase 4 and 5

Phonics is taught discretely through the Monster Phonics programme.  Teachers follow a weekly sequence of lessons following the review, teach and practise format. This is taught daily and pupils are encouraged to use new skills and knowledge within lessons. Classrooms have a phonics display which pupils are encouraged to use to support spelling and reading within lessons.

Year 1 should recap Phase 4 before introducing Phase 5 in the autumn term. Children will broaden their knowledge of graphemes and phonemes for use in reading and spelling. They will learn new graphemes and alternative pronunciations for these and graphemes they already know. The spelling of high frequency and tricky words are taught continuously throughout the phase.

Year 2 – Phase 6

Phonics is taught discretely through the Monster Phonics programme.  Teachers follow a weekly sequence of lessons following the review, teach and practise format. This is taught 4 times a week and children are encouraged to use new skills and knowledge within lessons. Classrooms have phonic sounds displayed for children and they are encouraged to use these to support spelling and reading within lessons.

Year 2 will introduce Phase 6 which develops a variety of spelling strategies including homophones, spelling of words with prefixes and suffixes and doubling or dropping letters where necessary. They will also learn accurate spelling of words containing unusual grapheme-phoneme correspondences e.g. laughs, two.

The spelling of high frequency and tricky words are taught continuously throughout the phase and through a weekly spelling lesson.

KS2

Children who have been identified as requiring extra support with phonics should receive interventions in Year 3. This should support children to close the gap in their phonic knowledge to enable them to become fluent and independent readers and writers.  Phonic interventions must be provided for those pupils who did not pass the Phonics Screening Check resit at the end of Y2.

Assessments

Teachers will assess pupil’s knowledge of graphemes at 3 points throughout the year (Baseline, spring term and summer term). This is recorded on Phonics Tracker where the teachers can monitor pupil progress throughout the year. Pupils should be tested on segmenting and blending of words throughout the year which should also be recorded on Phonics Tracker to show their knowledge of the phases taught. The English leads will monitor the assessments and progress within Phonics.

Children in Year 1 are required to complete the Phonics Screening Check in June. Children who do not pass in Year 1 will retake it in June of Year 2. Children who do not pass the check in Year 1 or 2 should receive extra phonic interventions.  Phonic interventions will support children still struggling with segmenting and blending in Year 3.

Children will be sent home with weekly spellings which link to high frequency words, phase words and phonic patterns taught in previous phonic lessons. Spelling Shed is used to support spelling in Year 2 (from Term 6) and KS2 where pupils have the chance to practise their spellings by playing games and identifying patterns.

Reading

Phonics teaching is complemented by reading. We use a range of resources to enhance this and our books are banded into colours. The books within the bands have been chosen to ensure that the text within them is phonically decodable at the appropriate phonic phase for the colour to develop fluency and understanding. The book bands and matching phonic phases are detailed below (See appendix). Children are expected to move through the colours to become fluent and confident readers by the time they leave KS1. 

SEND/Interventions

All SEND children are expected to receive daily phonics teaching in school as well as have intervention to help close the gap and to aim for an increased rate of progress. Interventions are planned as a result of Pupil progress meetings and through liaison with the SENDCo.

Disadvantaged Children

The high expectation is the same for these pupils as non-disadvantaged pupils and the school uses the PP funding to support the learning for this group to ensure they are able to achieve expectations in line with their peers. In terms of phonics, disadvantaged pupils will receive additional support as needed and will be closely tracked by teachers and the PP lead. Case studies are completed in order to identity barriers to learning which we aim to overcome via targeted intervention. Case studies are completed three times a year and monitored by the PP lead.

Involving parents and volunteers

At Lawn Primary and Nursery School we want to involve parents in their children’s phonic and reading journey at all stages. Teachers will inform parents about their child's progress during parent’s evenings and in their school report. The school will run meetings and workshops throughout the year to inform parents of year group expectations and to ensure they are able to support their children in the development of phonics.

Targeted workshops are also held to inform parents of the Phonics Screening Check in Year 1 and to ensure parents have the skills to support their children with this at home.

Please click here to read an Overview of the Phonic Phases and the book banding within.