Phonics is assessed for every child within the first month of Year 3. Based on this assessment, children are then set into groups based on their need. (Phonics Phases 1-2, 3, 4, 5 low, 5 high, and Phase 6/spelling). Phonics instruction happens 4 days a week for 20 minutes. Lessons provide progression and repetition necessary to help students to secure the knowledge needed to complete Phase 6. These include revision, practice, application and assessment of each sound..
Fundamental Great British Values
At Chapel End Junior Academy we understand clearly our responsibility in preparing children for their next stage of education and for the opportunities, responsibilities and experiences of later life, laying the foundations so that they can take their place successfully in modern British society. We promote a respect for and understanding of different faiths, cultures and lifestyles. The spiritual, moral, social and cultural development of each child is central to everything that we do as a school and central to our vision of “Dream Believe Achieve”. This is evidenced through our teaching and learning, our inclusive environment and through the many opportunities provided for our children to understand democracy, law, liberty, mutual respect and tolerance.
· Phonics is taught using the Phonics Play curriculum. Below is an example of the structure of each lesson.
· Children are lead through the Phase utilizing proper instruction to help them gain the necessary skills to secure Phonics at Phase 6.
Introduce: We are learning a new grapheme ay
Revisit: Practise previous lesson’s phoneme or any others children may struggle with.
Teach: Write the grapheme ay. Ask all children to say the phoneme and write the phoneme in the air, on each other’s backs etc.
Practise: Write the words using finger phonemes and phoneme buttons: lay, stray, spray, crayon, sclay, glay, deflay
Apply: Hold up sentence on card or whiteboard. Everyone reads and whispers behind their hand. Then all children read together.
Can a crayon spray paint?
Can a stray cat play?
Do not delay unless you want to stay all day.
Then all children write a dictated sentence on their own whiteboard.
Assess: Make notes on assessment sheet.
|Phase||Phonic Knowledge and Skills|
|Phase One(Nursery/Reception)||Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.|
|Phase Two(Reception) up to 6 weeks||Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.|
|Phase Three(Reception) up to 12 weeks||The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the “simple code”, i.e. one grapheme for each phoneme in the English language.|
|Phase Four(Reception) 4 to 6 weeks||No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.|
|Phase Five(Throughout Year 1)||Now we move on to the “complex code”. Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.|
|Phase Six(Throughout Year 2 and beyond)||Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.|
- Spellings are sent home once a week on Friday and a Spelling test happens every Thursday. Number of spellings: Phase 1-2 – 4/5 words, Phase 3 – 6 words, Phase 4 – 8 words, Phase 5 – 10 words, Phase 6 – 12 words, and Spelling – 15 words.
- The names of any children underperforming in spelling tests is given to their class teacher and followed-up with the child and parent. Tests are also completed in back of Homework book for parents to see the results.
- Each half term, any children in Phase 1, 2, 3, 4, 5, or 6 are assessed to determine if they have moved to the next phase. Groups in Phase 6 or spelling will continue to work through Collins Spelling until January when most children are Phase 6/Spelling. New spelling scheme to start then.
- Children stay in their set phonics/spelling groups and with the leader of their group until January. The groups will be adjusted In January with most children receiving spelling in their own classes and Phase 2, 3, 4 and 5 groups receiving direct instruction for their needs.
- Reports will be completed every half term after re-assessment to show progression of children through the phases.
- Staff will receive monitoring of phonics instruction as needed by phonics leader or outside consultant.
At Chapel End Junior Academy we believe that all pupils should have the opportunities to share their pupil voice. We do this in a number of ways. The curriculum allows opportunities for pupils to develop the skills, knowledge and understanding when using their pupil voice. The subject leader finds out pupils opinions about the teaching of Phonics and the content covered through interviewing selected pupils during lesson observations. The subject leader acts upon the comments and suggestions of pupils wherever
- Weekly whole school assemblies, led by the Headteacher or Deputy Headteacher, to inform children of the variety of religious festivals that take place throughout the year.
- Children have the opportunity to share their experience of their faith e.g. EID and Diwali, during whole school assemblies.
- International evening to celebrate the end of Black History Month – large community event where cultural food is shared, activities take place throughout the school, staff, children and parents where clothing that represent their religion and culture.
This will be monitored through the collection of pupil and staff voices and any adjustments to the programme made where appropriate.
Targets for 2018-19
Audit current resources and distribute accordingly across the school and ask staff to suggest ideas for new resources.