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Phonics and Early Reading

Early Reading at Manor Beach Primary School: Building Foundations for a life-long love of Reading

The Early Years Foundation Stage statutory framework sets the standards that school and childcare providers must meet for the learning, development and care of children from birth to five in England. Development Matters, the non-statutory curriculum guidance for the Early Years Foundation Stage, can help schools and providers meet the learning and development requirements set out in the EYFS.

We wholeheartedly believe that all children should have the opportunity to enjoy books.  Reading is a key life skill that everyone is entitled to achieve. Our aim is that all of our children will leave our school having met their potential in reading so they can be successful in their personal and professional lives and engage fully with the world around them.

We want to promote a lifelong love of reading and expose them to different text types; those that challenge, interest and inform them. We want all of our pupils to leave school as confident, fluent and expressive readers who can both understand, evaluate and question what they have read. We want our children to be inspired to read, inspired to write and inspired to learn more and we believe that reading provides this vehicle.

Phonics

Our intention is that all our pupils become successful, fluent readers and writers by the end of Key Stage One. We believe that this is achievable through a combination of strong, high quality, discrete phonics teaching combined with regular, daily opportunities for developing reading skills. The teaching of phonics is a key strategy that is used to help our children to read, write and spell independently. Our Policy is based on recommendations from DfE: The Reading Framework; Early Reading and the Inspection Framework; EEF: Phonics.

Manor Beach Primary School uses Floppy’s Phonics.

The Floppy’s Phonics programme teaches the letter/s-sound correspondences of the English alphabetic code explicitly and comprehensively for reading and spelling.  It includes the characters of Floppy the dog, Biff, Chip and Kipper and their family and friends, which engages children fully for the phonics teaching & learning, vocabulary enrichment and language comprehension.

Initially children’s listening skills are developed through the use of music, environmental sounds and rhyme. During their journey through the Early Years Foundation Stage and Key Stage 1 they are taught the 44 phonemes (sounds) that make up all the sounds required for reading and spelling. These phonemes include those made by just one letter ‘b as in bed’ and those that are made by two ‘ai as in rain or three letters ‘igh as in high’. 

Children are taught the key skills of blending sounds together for reading and segmenting (breaking up) words for spelling. 

As the children grow in confidence and experience, they are introduced to alternative ways of representing the same sound, eg ‘ee’ can be represented as ‘ee, as in bee’, ‘ea as in tea’, ‘e-e as in theme’ and ‘e as in we’. They also learn when to apply simple spelling rules and use verbs in the correct tense. 

We ensure that our teaching of phonics is rigorous, structured and enjoyable. In Reception to Year 2, children have discrete, daily phonics sessions where they are introduced to new phonemes, explore, practise and revise previous learning and have plenty of opportunities to apply the knowledge they have. 

We use a range of multisensory strategies to enthuse and engage the children, including the use of interactive whiteboards, magnetic letters, grapheme tiles, speaking and listening, and practical activities. Children work with pace and are encouraged to apply their knowledge across the whole curriculum.

Our phonics sessions are supported with Floppy’s Phonics reading books and closely match the sounds taught within the phonics sessions in school. 

The order that we teach the letters and sounds follows Floppy’s Phonics Alphabetic Code. 

Level 1/phase 2

s,a,t,p,i,n,m,d,g,o,c,k,,ck,e,,u,r,h,b,f,l,ll,le,ss

Level 2/phase 3

j,v,w,x,y,z,zz,u,ch,sh,th,ng,dge,ve,,wh,cks,tch,nk

Level 3/phase 3

i,ee,-y,igh,oa,oo,r,or,ur,o,oi,ear,air,er,ue,ure,ture

Level 4 /phase 4

y,oy,ea,ie,oww,ew,ou,ir,w,eer,are,ce,-ea,o,ed

Level 5 /Phase 5

eigh,ey,a,a-e,ae,ea,e,ey,e-e,ie,I,i-e, o, oe, oe, ough, eau, se,, ce, ci, cy, sc, st, ge, gi, gy, ge, el, al, il, u, ue, eu, e, o, ou, ui, ough, our, au, al,-ar, er,-or,-ou,-our—re,-al, a,-s, si, ge,-u, ph, gh, ch, ie, ti, ci, ssi,sci,gu,gue,gh,ere,ier,ear,nn,kn,gn,rr,wr,rh,mm,mb,mn,qu,que,ore,oor,oar,augh,ough

Phonics: Home Reading

Early Reading: Expectations for Home Learning 

Parents are encouraged to read daily with their child. Regular reading at home gives the opportunity for younger children to use segmenting and blending techniques learned in phonics sessions. Parents are encouraged to attend a Phonics session, early in Autumn term. This ensures correct pronunciation and strategies to be used at home. 

Home reading books are provided. This is a fully decodable reading book for the child to read, develop fluency and blending, practising the GPCs taught. Decodable reading books link with the sounds taught in phonics sessions and will not go beyond that.

Key Learning for Phonics and Spelling