At HCFS we intend to...
- Provide a high quality Phonics Curriculum (EYFS, KS1) that is relevant and engaging to all children;
- Provide children with the phonic skills to decode words in order to read fluently;
- Equip children with the core foundations of reading to go on to research any areas they wish;
- Ensure all children are confident readers, who can apply the skills learnt independently in a variety of situations;
- Provide engaging and relevant reading materials and opportunities for reading that enable pupils to develop a lifelong love of reading;
- Provide children with the understanding that although phonics is the main foundation for reading, there are some words that do not meet phonic rules, and therefore they need to learn a range of reading strategies that they can apply successfully.
- Use phonics to provoke thought within children – developing inquisitive readers who seek to ask questions about what they are reading and the patterns they see within words;
- Use parents as partners in their children’s reading and phonics journey;
- Support parents with developing their own phonic knowledge in order to aid their children;
- Motivate children to obtain new knowledge through using their phonic skills;
- Ensure children understand how valuable their phonic skills will be when supporting their reading in the real world, and the opportunities this can provide for them.
Phonics is taught systematically across the school:
1. Phases 1 – 3 are taught as part of the EYFS Curriculum.
Phases 4 – 5 are taught as part of the Year 1 Curriculum.
2. All sessions follow the same structure:
- Revisit and Review: A recap of previously taught sounds and graphemes using a ‘flashcard’ style approach.
- Teach: The introduction of a new phoneme / grapheme with clear examples modelled.
- Practice: The opportunity for pupils to practice new and revised phonemes and graphemes as part of an independent or group activity.
- Apply: Consolidation and extension of the skill learnt through ensuring an understanding of how it can be transferred to other situations (e.g a phonic game, writing a sentence etc).
3. A consistent use of language and visuals is used with children (and parents) within Phonics sessions and general teaching