Phonics
Intent
Phonics (reading and spelling)
At Rowde C of E Primary Academy, we believe that every child can become a fluent and confident reader and writer. Reading is fundamental to children's success across the curriculum, so ensuring that every child learns to read is one of our highest priorities.
We teach early reading through Little Wandle Letters and Sounds Revised, a systematic synthetic phonics programme. Teaching begins in Reception and follows the Little Wandle progression, enabling children to build secure knowledge of the alphabetic code and use this increasingly fluently to read and spell.
We model and reinforce the application of phonics throughout reading and writing and across the wider curriculum. We also place a strong emphasis on children's language and vocabulary development because speaking and listening provide essential foundations for successful reading and writing.
Developing confident readers
Learning to decode is the beginning of becoming a reader. We want children to become increasingly fluent, to understand what they read and, importantly, to develop a love of reading.
Our pupils are taught to read with accuracy, automaticity and expression; to understand and discuss texts; and to tackle unfamiliar vocabulary with confidence. We want every child to see themselves as a reader, for both pleasure and purpose.
Our Early Reading Leader oversees phonics and early reading across the school, supporting staff and monitoring provision to ensure that Little Wandle is taught consistently and with fidelity.
Implementation
Daily phonics in Reception and Year 1
Children make a strong start with phonics in Reception, with teaching beginning in Week 2 of the Autumn term.
Phonics is taught daily. In Reception, children build from shorter lessons and additional oral blending practice towards full 30-minute lessons. Each Friday, children review the week's learning to develop accuracy and fluency.
Following the Little Wandle progression:
- Reception children learn to read and spell words using Phase 2 and Phase 3 GPCs and learn to read words with adjacent consonants through Phase 4.
- Year 1 children review Phases 3 and 4 before learning to read and spell using the Phase 5 GPCs with increasing fluency and accuracy.
Daily Keep-up
We want every child to keep up with the programme from the beginning.
Children in Reception and Year 1 who need additional practice receive Daily Keep-up, taught by a fully trained adult. These sessions follow the same Little Wandle routines and language as classroom teaching but use smaller steps and increased repetition to help children secure their learning.
Children are identified quickly so that additional teaching can begin as soon as it is needed.
Phonics and spelling in Year 2
At the beginning of Year 2, assessment is used to identify whether children have securely completed the Year 1 Little Wandle progression. Any remaining gaps are addressed through daily phonics teaching.
Children then complete the Phase 5 Review, consolidating the more complex elements of the alphabetic code and applying these confidently to reading and spelling. Once secure, children move through Bridge to Spelling and into the Little Wandle Spelling programme.
Children with larger gaps in their phonic knowledge continue to receive daily phonics teaching through Little Wandle Rapid Catch-up.
Rapid Catch-up: Years 2–6
Children in Years 2 - 6 who are not yet reading at age-related expectations, or who have not passed the Phonics Screening Check, are assessed to identify gaps in their phonic knowledge.
They receive daily Little Wandle Rapid Catch-up lessons, carefully matched to what they need to learn. These short, focused lessons enable children to revisit and secure the alphabetic code at pace so that they can catch up with their peers as quickly as possible.
Children's progress is regularly reassessed so that teaching continues to respond precisely to their needs.
Reading practice
Alongside phonics teaching, children take part in carefully structured reading practice sessions using books matched precisely to their secure phonic knowledge.
The sessions develop three essential aspects of reading:
- Decoding – using phonic knowledge to read words accurately;
- Prosody – reading with appropriate expression, phrasing and understanding;
- Comprehension – understanding, discussing and responding to the text.
In Reception, reading practice begins once children have started their phonics programme. Initially, children develop their understanding of books and practise blending before progressing to fully decodable books.
Children read each book several times, enabling them to build accuracy, fluency, vocabulary and understanding.
Developing fluency
Once children have completed the core Little Wandle programme and can decode securely, the emphasis increasingly shifts from learning to read to reading fluently.
In Year 2 and above, children who have exited the core programme are supported through Little Wandle Fluency. These lessons develop reading speed and accuracy alongside prosody, vocabulary and comprehension.
Children read aloud regularly, practise repeated reading and discuss texts so that reading becomes increasingly automatic, expressive and meaningful.
Reading at home
Children take home their decodable reading practice book so that they can practise and celebrate successful reading with their family. The book is carefully matched to the phonic knowledge the child has already secured.
Children also take home a Reading for Pleasure book. This book is chosen for enjoyment and is intended to be shared with an adult. Children are not expected to be able to decode this book independently.
Families can access Little Wandle resources which demonstrate the correct pronunciation of sounds, how children are taught to blend and how to support reading at home.
Impact
Assessment
Assessment is used to ensure that children receive the right teaching and support at the right time.
Teachers continually assess children's learning during phonics and reading sessions. This enables them to identify misconceptions or gaps quickly and provide additional practice through Daily Keep-up where required.
Little Wandle summative assessments are used regularly in Reception and Year 1 to monitor progress and identify children who require additional teaching. Children following Rapid Catch-up are also regularly reassessed so that teaching remains closely matched to their needs.
Fluency assessments are used when appropriate to consider children's reading accuracy and automaticity and to determine when they are ready to progress beyond fully decodable books.
Statutory assessment
Children complete the statutory Phonics Screening Check in Year 1. Children who do not meet the expected standard receive continued support and complete the check again in Year 2.
Our aim, however, extends beyond the Phonics Screening Check. We want every child to leave the early stages of reading able to decode accurately, read fluently, understand what they read and experience the pleasure that comes from being a confident reader.
Supporting Phonics and Reading at Home
Families play an important part in developing confident readers.
The Little Wandle Letters and Sounds Revised parent resources include videos demonstrating how we pronounce sounds, information about how children learn to blend and guidance on sharing decodable books at home.
We encourage parents and carers to speak to their child's class teacher if they have any questions about phonics, reading books or how best to support reading at home.
