'High-quality, systematic phonic work should be taught discretely. The knowledge, skills and understanding that constitute high-quality phonic work should be taught as the prime approach in learning to decode (read) and encode (to write/spell) print. Phonics work should be set within a broad and rich language curriculum that takes full account of developing the four interdependent strands of language: speaking, listening, reading and writing’. (Rose Review 2006)
At Brickhouse we follow the above principle ensuring that all children are taught the skills at an early age to be able to independently apply what they have learnt in discrete phonics to reading and writing. We strongly believe that phonics is the foundation a child needs to be able to read and write successfully.
Discrete phonic sessions are taught daily for 20-30 minutes at a suitable time to fit the class timetable (Nursery-Year 2). For those children who need extra phonics provision in Year 3 and above, an intervention is put into place for support. Those children who have an IEP may have a phonics based target to help develop their reading and writing skills.
‘Letters and Sounds’ systematic teaching of phonics is followed, however the resources from the “Jolly Phonics” programme are also used to enhance learning. All children must learn a new phoneme/grapheme everyday. This is to ensure progress and coverage.
Phonics Curriculum (EYFS)
Children are taught in ability groupings from the beginning in EYFS to ensure their needs are met effectively.
Phase 1 (ongoing throughout Nursery, through SALLEY)
Phase 2 (introduced in the Summer Term)
Phonics Curriculum (KS1)
Children are taught in ability groupings and are split appropriately across 6 different phased groupings.
Children with SEN will be taught the phase which best fits their learning needs.
Grouping and Phases are assessed and reviewed regularly to ensure children receive high quality phonics delivery.