our Approach to Phonics

Phonics at Salterlee

We use Ruth Miskin’s ‘Read Write Inc. Phonics’ as our Systematic Synthetic Phonics programme.   This programme is followed by all teachers and teaching assistants. All teachers and the majority of teaching assistants have received training in delivering this programme. Discrete phonics lessons are taught to all children, daily in Year’s 1, 2 and Reception- and also for older pupils as appropriate. For this, children are placed into ability groupings to ensure learning is appropriate and relevant.

To make sure that learning is embedded, reading opportunities continue throughout the day and additional support is given to identified children. Phonics remains the main strategy that we use to approach/decode unfamiliar words and spelling across the school.

Reading: Children should be proficient independent blenders before books are taken home. Lilac books (without words) are sent home initially in Reception for the children to make up their own stories by looking at the pictures. Each child reads with an adult in school at least once a week and the Read Write Inc. programme requires children to read every day either in pairs, groups or individually. Children in Reception and Class 2 who are working within Read, Write Inc have their reading books selected by the class teacher to match the sounds that they are currently working on or need to practice. This way the books become a focused tool to support progress.

Assessment: Individual phonics assessments are completed for all children working within the phonics programme every half term. Teachers then use this information to support pupils in moving forwards. Continuous formative assessment is carried out during lessons and this is used to inform any same day intervention or catch up.

Year 2 and beyond.

Pupils who are ready, from Year 2, move onto a daily programme: ‘Read Write Inc. Spelling’. Pupils receive 20 minutes of daily focussed teaching- looking at spelling rules.  Again, pupils are grouped according to ability. However, these groupings change throughout the year based on accurate teacher assessment of pupils’ development.  Progress is accurately recorded using half-termly practice tests and any missing gaps in children’s knowledge are effectively filled!