Statement of Intent
Phonics is an inclusive literacy session for all children learning to read in Reception to KS1. Children learn the 44 common sounds in the English language and how to blend them to read and spell. The adapted letters and sounds scheme includes both a reading and a writing focus. Reading is the key that unlocks the whole curriculum so the ability to efficiently decode is essential. The sessions are expected to occur each day in reception and Monday – Thursday for key stage one, as the continuity and pace of the lessons is key to accelerating the progress of children’s reading development. Children that need this done at a slower pace often are part of a smaller group to ensure success.
We ensure children in Reception and KS1 are given the best opportunity to achieve expected progress, or more, in reading. We teach children to: - decode texts so all their resources can be used to comprehend what they read – improve spelling so that all their resources can be directed towards composing their writing. The letters and sounds scheme states that lessons should be delivered in 4 parts: review, teach, practice and apply. Year 2 are trialling the Twinkl phonics scheme to see if it has a more significant impact on spelling.
We endeavour to inspire all children to be independent, resilient and motivated in their learning, taking pride in all they do. We teach all children to be reflective practitioners who are able to handle difficulty and change with a growth mind-set as they gain knowledge. Children are expected to use editing skills to improve their phonics and we positively encourage children to ‘aim higher together!’
Phonics and Handwriting Information
How to Hold a Pen or Pencil
The foundation of any good writing is holding your pen or pencil correctly. We start in Reception teaching the children to 'crocodile snap' which is a fun way of ensuring the thumb and index finger pinch the pencil. The crocodile snap is the next step up from the tripod grip (where 3 fingers are used) and should be encouraged as soon as children show good control when using 3 fingers to hold their writing apparatus.