Menu
Home Page

Phonics

At St Luke's we follow the Letters and Sounds scheme of work which is a phonics resource published by the Department for Education and Skills in 2007. We have tailored the scheme to ensure it is appropriate for our pupils at St Luke's and use carefully chosen additional bespoke resources to support children to make progress in their early reading and phonics. These use real images to support all of our learners to become fluent with phonics whilst also developing their vocabulary, which is a key focus for our school.

 

To support children’s decoding they take home decodable books matched closely to their current phonic ability. This enables them to practise the new sounds they are learning and embedd previous sounds with parents and carers at home. Additionally, phonics activities are set on Class Dojo for children to do at home with family.

 

To build a love of reading, in addition to their decodable books, they also take home story books to enjoy with a family member.

 

Early Reading and Phonics is our main priority within our catch up curriculum. We understand the significance of children learning to read, as pupils who cannot read, do not have full access to the curriculum. Those who fail to learn to read also often start to dislike reading.

 

The policy attached details St Luke's synthetic phonics programme and how it is taught:

Have a look on Twitter at the fantastic phonics going on at St Luke's: #Stlukesburyreading

RECOVERY CURRICULUM – COVID 19 (September 2021 latest update)

 

Early Reading and Phonics is our main priority within our catch up curriculum. We know the significance of children learning to read, as pupils who cannot read, do not have full access to the curriculum. Those who fail to learn to read also often start to dislike reading.

 

Priorities for September 2021:

 

Although Phonics was taught daily through remote learning, either through live lessons in Key Stage One, or through videos and activities provided in EYFS, there has still been some learning loss due to the pandemic. Therefore, we have adapted the long-term plan detailed within the policy above to meet the individual needs of our children following summative and formative assessments.

 

Phonics lessons and interventions continue to happen daily following the Letters and Sounds approach and structure. Where children are identified as needing additional support, teachers and support staff intervene quickly according to children's needs.

 

Children's gaps and misconceptions have been identified through a deep analysis of pupils' ability to decode, orally blend and segment and encode. A bespoke curriculum has been created to address these. This will be reviewed termly through summative assessments and monitored daily through formative assessment within phonics lessons, continual provision and Guided Reading. It will be adapted appropriately to ensure rapid progress is made.

 

Children also have the opportunity to practise new sounds at home with their family through activities set on Class dojo. (Please see homework section on our website for more details.)

Top