Phonics at Broadhempston
At Broadhempston Primary School we have a well-established phonics programme based on synthetic phonics. In response to national changes our synthetic phonics programme is now Phonics Bug. This teaches the most common phoneme/grapheme correspondence first to enable children to quickly begin to blend and segment words first orally and then applying this new knowledge in reading and spelling. Alongside this in each phase the children are taught the recommended non-decodable ‘tricky words’.
Phonics lessons follow the four-part structure of : revise, teach, practice and apply.
As each sound is introduced the formation of a letter is modelled.
At the end of phase 3 we introduce the letter names; this is done through reciting the alphabet, singing songs, saying rhymes and playing games.
Children read phonetically decodable books which correspond to the learning taking place in class and the needs of the individual child. We follow the sequentially progressive order of the Phonics Bug reading scheme.
In partnership with parents children’s home school reading diaries are updated each week to show the sounds children have learnt in school each week.
Meetings at the beginning of the autumn term give parents an introduction to how we teach reading and phonics and how this can be supported at home.
Assessment
In addition to end of phase assessments, AFL(assessment for learning)alongside teacher observations in reading and writing across the curriculum and play ensures children are applying their skills as they should. Where needed support is given through quality first teaching and interventions as required.
Moving on
When ready, children in KS1 will move onto the Accelerated Reader scheme.
See appendix 1,2 & 3 below.
Phonics Progression Appendix 1,2 &3
At Broadhempston Primary School we have a well-established phonics programme based on synthetic phonics. In response to national changes our synthetic phonics programme is now Phonics Bug. This teaches the most common phoneme/grapheme correspondence first to enable children to quickly begin to blend and segment words first orally and then applying this new knowledge in reading and spelling. Alongside this in each phase the children are taught the recommended non-decodable ‘tricky words’.
Phonics lessons follow the four-part structure of : revise, teach, practice and apply.
As each sound is introduced the formation of a letter is modelled.
At the end of phase 3 we introduce the letter names; this is done through reciting the alphabet, singing songs, saying rhymes and playing games.
Children read phonetically decodable books which correspond to the learning taking place in class and the needs of the individual child. We follow the sequentially progressive order of the Phonics Bug reading scheme.
In partnership with parents children’s home school reading diaries are updated each week to show the sounds children have learnt in school each week.
Meetings at the beginning of the autumn term give parents an introduction to how we teach reading and phonics and how this can be supported at home.
Assessment
In addition to end of phase assessments, AFL(assessment for learning)alongside teacher observations in reading and writing across the curriculum and play ensures children are applying their skills as they should. Where needed support is given through quality first teaching and interventions as required.
Moving on
When ready, children in KS1 will move onto the Accelerated Reader scheme.
See appendix 1,2 & 3 below.
Phonics Progression Appendix 1,2 &3
Phonics Screening Results
In Year 1, children take part in the National Phonics Screening. See our results below:
2017: 100%
2018: 85.7%
2019: 100%
In Year 1, children take part in the National Phonics Screening. See our results below:
2017: 100%
2018: 85.7%
2019: 100%