Phonics

Since 2021, we started following the Little Wandle Letters and Sounds Revised programme. Follow this link to find out more about the programme:

The overview for Reception and Year 1 has been uploaded to this page so you can see the progression from the beginning of Reception to the end of Year 1. 

The systematic teaching of phonics has a high priority throughout the Foundation Stage and Key Stage 1. Phonics is taught daily to all children in the Foundation Stage, Year 1 and those in Year 2 who have not yet passed phonics screening check.

Staff systematically teach learners the relationship between sounds and the written spelling patterns, or graphemes, which represent them. Phonics is delivered in a whole class format because it enables staff to ensure application across subjects embedding the process in a rich literacy environment for early readers.

‘Little Wandle’ is used as the basis for delivering the phonics sessions in Reception. This is taught in Reception and Year 1 to the whole class. Children needing further support with phonics continue to access Little Wandle through intervention. 

‘Little Wandle’ assessments are used to assess pupils progress every half-term and these assessments influence the books children read and take home. Their reading books are closely matched to their phonic ability and support them to build their confidence and love of reading. 

Phonics

St Gabriel's follows the Little Wandle programme for Phonics in EYFS and Key Stage 1. This systematic phonics programme is delivered through discrete daily lessons and is continually reinforced in English and Guided reading sessions. Phonics activities are practical, engaging and varied to ensure all learners are engaged and making progress.

• The systematic teaching of phonics has a high priority throughout Foundation Stage and Key Stage 1. Phonics is taught daily to all children in Foundation Stage, Year 1 and those in Year 2 who have not passed phonics screening in Year 1.
• Staff systematically teach learners the relationship between sounds and the written spelling patterns, or graphemes, which represent them. Phonics is delivered in a whole class format because it enables staff to ensure application across subjects embedding the process in a rich literacy environment for early readers.
• Intervention is planned for those children who are working below expected levels.
• Letters and Sounds is used as the basis for delivering the phonics sessions in Reception and Year 1. This is complemented with activities from Espresso Phonics and PhonicsPlay.
• Phonics Tracker will be used to assess pupils’ progress.
• Pupils will be given book banded reading books which closely match the phase of phonics they are currently working within.
• Parents will be involved in supporting their children’s reading by being provided with banded reading books, phonic key-rings and guidance as to how best to help their children with reading at home.

Phonics and Spelling

• St Gabriel’s follows the ‘Letters and Sounds’ programme for teaching phonics. Phonics is taught in discrete daily lessons and is continually reinforced in English and guided reading sessions.
• Phonics activities are practical, engaging and varied to ensure all learners are engaged and making progress. At the end of Reception, children achieving early learning goal in writing will write some ‘irregular common words’. Some words are spelt correctly and others are phonetically plausible.
• Y1 is a foundation year for spelling, with children being taught important spelling patterns and exception words as well as how split digraphs work.
• They will learn both digraphs (sounds made by two letters such as ‘ee’ or ‘ir’) and trigraphs (sounds made by 3 letters such as ‘igh’ and ‘tch’). They will look at how the same sounds can be made by different groups of letters such as ‘oy’ and ‘oi’ as in ‘toy’ and ‘coin’). Children will also be taught common exception words. These are words commonly found in their English language but which do not follow Phonic rules which have been taught so far.
• In Years 2-6 children continue to develop their phonological awareness, as well as taking a more in depth look at rules and patterns within different words. Discrete spelling lessons are planned, including weekly spelling activities and tests. Spelling lists are sent home to practise. Spelling results are monitored to ensure children are sufficiently challenged and support is given to those who are struggling.
• In Years 3-4 children generally have 10-15 spellings to learn a week. In Years 5- 6 children have 15-20 spellings to learn.

• Across the curriculum, spellings which children are expected to know are self-corrected and children are directed to write them out 3 times. (once in Year 1).