Phonics Teaching At Fell Dyke


At Fell Dyke Primary School we teach your children phonics. Our approach to learning phonics in Nursery, Reception, Year 1 and Year 2 is through using Letters and Sounds. We also follow a kinaesthetic approach in Nursery and Reception where children are given an action to help them learn each different sound. This is an effective and interactive way for young learners to recall phonemes.

Phonics video link

Letters and Sounds provides us with games and resources to support our teaching of phonics. It aims to build pupils’ speaking and listening skills, as well as prepare pupils to learn to read, by developing their phonic knowledge and skills. It sets out a detailed programme for teaching phonic skills, with the aim of pupils becoming fluent readers by age seven.

At Fell Dyke, phonics is one strategy taught to help children develop their early reading skills. Within Early Years and Key Stage One, phonics is taught daily and systematically to help children to:

  • discriminate between different sounds
  • recognise the sounds that individual letters make
  • recognise the sounds that different combinations of letters can make
  • blend sounds from left to right to read unknown words
  • break up or segment sounds in words to help them spell
  • recognise common irregular words

In order to help all children achieve the above, staff at Fell Dyke provide the following learning opportunities:

  • Carefully planned teaching sessions delivered in small groups that are appropriate to the age and ability of the child and follow the school’s programme of study linked to the requirements of the new national curriculum.
  • A range of interactive adult- supported activities that allow children to revisit and review past learning and practise and apply new teaching.
  • Stimulating resources within the learning environment that allow children to apply their phonic knowledge within their child-initiated play.
  • Independent and guided reading and writing activities across the curriculum.
  • Targeted intervention for those pupils who are working below age related expectations and further discrete teaching for pupils within Key Stage Two.

In order to ensure that these learning opportunities meet the needs of the children, pupils are assessed individually in phonics and their progress tracked each half term.  Parents are informed of their child’s progress regularly using home-school reading diaries and during parent teacher consultations.

In the Summer term of Year 1. All children in Year 1 are involved in the National Phonics Screening Check.

What is the phonics screening check?

The national phonics screening check was introduced in 2012 to all Year 1 pupils. It is a short, statutory assessment to ensure that children are making sufficient progress in the phonics skills to read words and are on track to become fluent readers who can enjoy reading for pleasure and for learning.

The check is not about passing or failing but checking appropriate progress is being made. If children do not reach the required standard, then we will be in touch to discuss plans and offer additional, tailored support to ensure that your child improves their reading skills. Children progress at different speeds so not reaching the threshold score does not necessarily mean there is a serious problem. Your child will re-sit the check the following summer term. In our school we already identify individual children who need extra support and provide early intervention support, however we must comply with the statutory requirement.

Who is it for?

We will be able to administer the check during the week of the 13th to 17th June 2016. If a child is absent during that week, the school can administer the check up until Friday 24th June 2016.

How is the check structured?

The check consists of a list of 40 words, half real words and half nonsense words, the nonsense words will be shown to your child with a picture of an alien. This not only makes the check a bit more fun, but provides the children with a context for the nonsense word which is independent from any existing vocabulary they may have.

Is it stressful to test such young children?

The assessment will be age-appropriate, with children sitting with a teacher and reading one-to-one. It should be an enjoyable activity for children which will take no more than 15 minutes.

Why are nonsense words included in the screening check?

Nonsense words are an established assessment method of many schools, and are included in many phonics programmes. They are included because they will be new to all pupils, so there won’t be a bias to those with a good vocabulary knowledge or visual memory of words. This is a test of a child’s ability to decode using phonics. Children who can read non-words should have the skills to decode almost any unfamiliar word.

How long does the check take?

Every child is different but in most cases the check should take approximately 10 minutes per child but there is no time limit.

How will the results from the phonics screening check be used?

We have to inform parents towards the end of the summer term in Year 1 of their child’s results. We will let you know in our end of year summary report how your child did and if there is anything that you need to do to help your child improve. If your child does not reach the required level, we will tell you what provision we are going to be making at the end of Year 1 and beginning of Year 2 to help this be addressed and also how you can support us in developing this key skill.

What happens if a child struggles with the screening check?

The screening check will identify children who have phonic decoding skills below the level expected for the end of Year 1 and who therefore need extra help. We will then provide extra help at the end of Year 1 and in Year 2 and children will then be able to re-take the assessment in Year 2.

If your child requires extra help then we will inform you of this. As parents you will continue to be kept well informed of your child’s progress in all aspects of reading including phonic development in Year 2. This will be specifically commented on during Parent Consultation Evenings.

How can I help my child?

In school we are continually checking your children’s phonic development within our approach to the assessment of reading. This screening forms part of our overall assessment procedure. However, there are a number of things that parents can do to support early reading skill development.

  • Let your child see you enjoying reading yourself – they are influenced by you and what you value!
  • Immerse your child in a love of reading: share books and magazines with your child, take them to the library to choose books, read to them regularly, point out texts around you, e.g. in the street etc.
  • Make time for your child to read school books to you regularly – encourage them by pointing to the words and ask them about the story they are reading
  • Use phonics play This is a website which is packed with interactive phonics games to help children to learn to hear sounds and blend sounds. We use this in school and some aspects of it are free to use at home.
  • Help your child to practice reading the pseudo words which will be sent home.
  • Communicate with your child’s teacher through their reading record
  • Attend our Parent Workshops

What shall I do if my child is struggling to decode?

  • Say each sound in the word from left to right.
  • Blend the sounds by pointing to each letter, i.e. /b/ in bat, or letter group, i.e. /igh/ in sigh, as you say the sound, then run your finger under the whole word as you say it.
  • Talk about the meaning if your child does not understand the word they have read.
  • Work at your child’s pace and have FUN!

Remember! We are here to help your child to do their very best and develop a fluency and love of reading!

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