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Phonics

The context of our school 

At All Saints Multi Academy Trust Birmingham, we have a high percentage of EAL children and Pupil Premium. At St John’s and St Peter’s Academy, the percentage of SEND children is above average, where as at St Thomas the percentage of SEND children is slightly below average. The mobility of children is high, where children join from a variety of countries and backgrounds. The attendance of our children is good. 

Due to these factors, it is essential that our approach to teaching phonics and reading is accessible to all learners, regardless of background. 


Intent 

Phonics (reading and spelling) 

At All Saints Multi Academy Trust Birmingham, we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Nursery/Reception and follow the Little Wandle Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school. 

As a result, all our children are able to tackle any unfamiliar words as they read. At All Saints Multi Academy Trust Birmingham, we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects. 

Comprehension 

At All Saints Multi Academy Trust Birmingham, we value reading as a crucial life skill. By the time children leave us, they read confidently for meaning and regularly enjoy reading for pleasure. Our readers are equipped with the tools to tackle unfamiliar vocabulary. We encourage our children to see themselves as readers for both pleasure and purpose. 

Because we believe teaching every child to read is so important, we have a Reading Leader who drives the early reading programme in our school. This person is highly skilled at teaching phonics and reading, and they monitor and support our reading team, so everyone teaches with fidelity to the Little Wandle Letters and Sounds Revised programme. 


Implementation  

Foundations for phonics in Nursery 

  • We provide a balance of child-led and adult-led experiences for all children that meet the curriculum expectations for ‘Communication and language’ and ‘Literacy’. These include:  
    • sharing high-quality stories and poems  
    • learning a range of nursery rhymes and action rhymes 
    • activities that develop focused listening and attention, including oral blending 
    • attention to high-quality language. 
  • We ensure Nursery children are well prepared to begin learning grapheme-phoneme correspondences (GPCs) and blending in Reception. 

Daily phonics lessons in Reception and Year 1 

  • We teach phonics for 30 minutes a day. In Reception, we build from 10-minute lessons, with additional daily oral blending games, to the full-length lesson as quickly as possible. Each Friday, we review the week’s teaching to help children become fluent readers.  
  • Children make a strong start in Reception: teaching begins in Week 2 of the Autumn term. 
  • We follow the Little Wandle Letters and Sounds Revised expectations of progress
    • Children in Reception are taught to read and spell words using Phase 2 and 3 GPCs, and words with adjacent consonants (Phase 4) with fluency and accuracy. 
    • Children in Year 1 review Phase 3 and 4 and are taught to read and spell words using Phase 5 GPCs with fluency and accuracy.  

Impact  

Assessment  

Assessment is used to monitor progress and to identify any child needing additional support as soon as they need it. 

  • Assessment for learning is used:  
    • daily within class to identify children needing Keep-up support  
    • weekly in the Review lesson to assess gaps, address these immediately and secure fluency of GPCs, words and spellings. 
  • Summative assessment is used: 
    • every six weeks to assess progress, to identify gaps in learning that need to be addressed, to identify any children needing additional support and to plan the Keep-up support that they need. 
    • by SLT and scrutinised through the Little Wandle Letters and Sounds Revised assessment tracker, to narrow attainment gaps between different groups of children and so that any additional support for teachers can be put into place.  

 

Statutory assessment 

  • Children in Year 1 sit the Phonics Screening Check. Any child not passing the check re-sits it in Year 2. 

 

Ongoing assessment for catch-up  

  • Children in Year 2 to 6 are assessed through their teacher’s ongoing formative assessment as well as through the half-termly Little Wandle Letters and Sounds Revised summative assessments. 
St John's & St Peter's CE Academy
St Vincent Street West, Ladywood, Birmingham B16 8RN
stjohns@allsaintsmat.school
0121 675 1398