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admin@northstainley.n-yorks.sch.uk
North Stainley, Ripon, North Yorkshire, HG4 3HT
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Intent Statement for Phonics
The subject leader for Phonics is Miss Sally Williamson.
They can be contacted by emailing admin@northstainley.n-yorks.sch.uk using the subject title FAO of Miss Sally Williamson.
With oversight and support from our Senior Leadership team subject leaders oversee and monitor the intent, implementation and impact of their subject.
Intent
Our fundamental aim is to teach every child to develop a love for reading. We strive to teach children to read accurately and fluently with good comprehension, as well as develop the habit of reading widely and often, for both pleasure and information. These essential skills not only unlock doors to the rest of the curriculum, but also have a huge impact on children’s self-esteem and future life experiences.
Phonics Rationale
At
North Stainley
CofE
, we strive to teach children to read effectively and
fluently
using the Read Write Inc. Phonics programme (RWI) which includes teaching synthetic phonics, sight vocabulary, decoding and encoding words as well as spelling and accurate letter formation.
Using the RWI Scheme, to teach children to decode and then read, we aim to teach children from Early Years up to Year 2
to
:
A
pply their phonic knowledge and skills as the route to decode words
R
espond speedily with the correct sound to graphemes (letters or groups of letters) for all common 40+ phonemes
R
ead accurately by blending sounds in unfamiliar words that contain the Grapheme Phoneme Correspondences (GPCs) that they have been taught
R
ead common exception words, noting unusual correspondences between spelling and sound
R
ead words containing taught GPCs and –s, –
es
, –
ing
, –
ed
, –
er
and –
est
endings
R
ead words of more than one syllable that contain taught GPCs
R
ead words with contractions and understand that the apostrophe represents the omitted letter(s)
A
ccurately read aloud books, that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
R
eread books to build up their fluency, accuracy and expression and hence develop confidence and enjoyment of reading
R
ead most high-frequency regular words quickly and accurately, without overt sounding and blending; only needing to sound out unfamiliar words
S
pell words containing each of the 40+ phonemes by segmenting the sounds in words
S
pell common exception words correctly
A
dd prefixes and suffixes to previously taught words
S
pell effortlessly, and with confidence, so that all their focus when writing can
be directed towards composition
M
ake phonetically plausible attempts to spell words correctly
S
elect the correct GPC for words that contain sounds that have more than one GPC – e.g. ay,
ai
, a-e etc.
F
orm each letter correctly, using RWI letter formation rhymes to encourage correct entry and exit points, orientation and letter size.
Furthermore
at North Stainley
, these skills are embedded within daily RWI lessons. By focussing on the teaching of reading in the Early Years and KS1, using a synthetic phonics scheme, children learn to read unfamiliar printed words by blending (decoding) and speedily recognise familiar printed words by sight. We want all children to enjoy and experience early success in learning to read. We are committed to developing children’s love
of reading and to help them to acquire know
ledge and to build on what they
already know
.
These principles and features characterise our approach to the
teaching of reading using RWI:
Teachers teach RWI using a detailed, proven
step-by-step
teaching scheme; where children are first taught simple GPCs, to accurately blend taught sounds, to decode simple words containing taught graphemes and then to read specifically designed books that are closely matched to their increasing knowledge of phonics and the common exception words.
Pupils
are taught
within small homogenous groups, across year groups, which reflect their performance in RWI phonics assessments. We make sure that pupils read books that are closely matched to their increasing knowledge of phonics and ability to read ‘tricky words’; so they experience early reading success and gain confidence that they are readers.
RWI teachers have all the RWI resources needed to teach RWI and they follow detailed lesson plans. This ensures the consistency of the teaching of reading, in every RWI lesson, irrespective of the RWI reading teacher.
Teachers attend regular in-house CPD sessions, where they have the opportunity to learn about pedagogical changes, new RWI resources and to observe and practice specific parts of the teaching process.
Regular assessment ensures that pupils are taught in homogeneous
groups which
match their phonic knowledge and reading level. Pupils making speedy progress move groups quickly. Those pupils making steady progress continue at an appropriate pace matched to their reading level. Those pupils making slower progress
are usually taught
in smaller groups and generally receive additional small group or one-to-one intervention.
We assess all pupils from Reception to Year 2
who are taking part in Read Write Inc. Phonics
using RWI Assessment materials.
Children in Year
Two
doing Read Write Inc. Spellings are assessed weekly through spelling tests and in class monitoring.
We use this data to assign them to the
most appropriate
RWI Group and to identify if they need to have any additional support
, which
is delivered
via intervention
. This provides a good indication of their progress relative to their starting points. We track the phonic progress that pupils make from Reception to Year 2 and, at the end of Year 1; we evaluate pupils’ acquisition of GPCs and decoding skills using the Phonics Screening Check (PSC). This ensures that we are able to maintain high standards in the teaching of the early stages reading in EYFS (using the Reading statements in the EYFS Profile), in Year 1 (using the PSC materials) and in Year 2 (using the statutory KS1 Reading assessment materials). Pupils in KS2 that are still acquiring
word reading
skills, continue to be part of the RWI program
via intervention.
Phonics Policy - 2021
Implementation
Here, North Stainley Primary School, we are dedicated to enabling our children to become enthused, engaged and successful lifelong readers. To achieve this, we implement structured daily phonic lessons where phonetic knowledge is developed. We use the Read, Write, Inc programme to deliver a highly successful, rigorous reading programme which is carefully matched to the new curriculum. Children progress through 3 sets of sounds, allowing them to learn the essential ‘building blocks’ of words to help them read and spell with greater fluency. Once the children have passed the Year One Phonics Screening and enter Year Two, we then adopt a consistency whereby the children move onto the Read, Write, Inc Spellings Programme.
Phonics - Long Term Plan - 2021
Impact
The measure of impact is presently being developed by subject leaders.
Our consistent approach to the teaching of our systematic phonics curriculum enables children to become confident, fluent readers and increasingly accurate spellers, which in turn, unlocks doors to the rest of the curriculum allowing children to blossom and flourish in all areas.
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North Stainley
Ripon
North Yorkshire
HG4 3HT
Great Britain
admin@northstainley.n-yorks.sch.uk
01765 635276
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North Stainley CE Primary School
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