Sandon JMI School

Learning, Resilience, Independence

Phonics

Phonics

Intent

At Sandon JMI School we want to equip all children with the skills and knowledge required to become confident readers. We recognise the importance of reading and writing, both across the curriculum and also in everyday life and we want our pupils to succeed and to develop a lifelong love of reading. In order to ensure our children get off to the best possible start, we use 'Supersonic Phonic Friends' to deliver phonics.  This programme is a fully systematic, synthetic phonic approach ranging from the simple to the complex spellings of the alphabetic code. Supported by their Supersonic Phonic friends, this approach will ensure children develop confidence and apply each skill to their own reading and writing. We want every child to be successful and fluent readers at the end of Key Stage One. We believe that this is achievable through a combination of high quality, discrete synthetic phonics teaching combined with regular opportunities for developing reading skills. The teaching of phonics is the key strategy that is used to help our children to read and spell. We believe that phonics provides the foundations of learning to make the development into fluent reading and writing easier. Phonics is the process that is used to help children break down words into sounds, as well as building letter and word recognition. This can then enable children to use unknown words in the future. Children learn to segment words to support their spelling ability and blend sounds to read the words.

 

Implementation
 
Children in Reception and Year 1 take part in phonics sessions four times a week throughout the year. Year 2 have four spelling sessions each week. Phonics is taught consistently across the school. The lessons are always taught at a fast pace to ensure children are highly engaged for the sessions. All teachers use the same resources, flashcards and teaching strategies and give children the chance to revisit/review previous sounds and/or tricky/ high frequency words previously taught, learn a new sound or concept where applicable, practice the new learning to reading or writing words/ sentences, apply the new learning to read and/or write (dictation of words and sentences) and practice basic sight words – ‘tricky’ words and high frequency words. Multi-sensory activities are used when children are first learning sounds encompassing visual, auditory and kinaesthetic activities. Lessons are fast paced and engaging to ensure that all children are actively involved in phonics lessons. Knowledge is constantly reviewed and reinforced in each phonic lesson, building upon previous learning. Pupils are given opportunities to apply what they have learnt in guided reading or when they read aloud to an adult. Children are continually assessed and those who are falling behind are identified early and catch up is put in place.

 

Supersonic Phonic Friends progression document

 

Children’s decodable reading books are carefully matched to their phonic knowledge. We use the Collins Big Cat reading scheme which is organised by phonics phases so that books are fully decodable. Children read regularly with adults, during guided reading or 1:1 reading sessions. Children who are working below the expected standard and Reception/KS1 Pupil Premium children have additional reading sessions 1:1 with an adult. 

 

Impact

The impact of consistent, systematic, high quality teaching of the “Supersonic Phonic friends” scheme is that children will develop a love of reading and writing and be confident, fluent readers by the end of Key Stage 1. The Supersonic Phonics Friends phonics tracker is used to monitor progress and to identify any child needing additional support as soon as they need it. Appropriate interventions are put in place for children who are not making expected progress. Assessment for learning is used daily within class to identify children needing additional support. Children in Year 1 sit the Phonics Screening Check. Any child not passing the check re-sits it in Year 2.