Phonics:
Phonics and all aspects of Early Reading at The Hayes are given the utmost priority and woven into all aspects of the Early Years curriculum. The systematic teaching of phonics ensures that children write and read well. We ensure that our children receive high quality phonic teaching on a daily basis throughout the EYFS and Infant department. In KS2, for those pupils who still require support with phonics, there are extra intervention sessions to support decoding words and reading fluently.
We follow the DfE validated systematic synthetic phonics (SSP) scheme, ‘Little Wandle, Letters and Sounds Revised’. All staff have been trained in the delivery of the programme and have regular opportunities to develop their skills and knowledge through continued professional development. Daily sessions of systematic teaching of phonics are consistent, well-structured and pace-appropriate. Four new sounds are taught each week with a fifth session to review the weeks learning. Staff ensure the decodable books our children read match the sounds they are learning. This enables them to develop phonemic awareness rapidly and embed phonic knowledge into long-term memory from working memory. Practice makes permanent.
Children in EYFS and KS1 read three times a week and this regular practice helps children apply their skills and become fluent readers. Reading practice sessions focus on decoding, prosody and comprehension meaning that children are able to use their phonics skills, develop fluency and take time to discuss and develop a passion for reading.
The ‘Little Wandle Letters and Sounds Revised’ phonics programme overview outlines the progression of phonics and tricky words that we teach term-by-term. The progression has been organised so that children are taught from the simple to more complex graphemes and phonemes, as well as taking into account the frequency of their occurrence in the most commonly encountered words. All the graphemes taught are practised in words, sentences, and later on, in fully decodable books. Children review and revise graphemes, phonemes and words, daily, weekly and across terms and years, in order to move this knowledge into their long-term memory.
The Hayes Primary school promotes, values and inspires reading in its pupils. We value reading as a key life skill and recognise the importance of reading for future success and well-being. Our aim is for all children to enjoy and become life-long readers.
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Glossary of Little Wandle Letters and Sounds Revised Terminology A complete phonics resource
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Little Wandle Website The resources on this page will help you support your child with saying their sounds and writing their letters.
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Progression of Skills and Knowledge for EYFS and Year 1 This programme overview shows the progression of GPCs and tricky words that we teach term-by-term.
Our Reading Team
How Do We Teach Phonics?
Phonics Policy
Writing: quality children's literature at the heart of all learning.
The programme of study at Key Stages 1 and 2 are:
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transcription (spelling and handwriting)
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composition (articulating ideas and structuring them in speech and writing).
Learning to write is a complex process that involves a variety of skills but is an extremely powerful medium. It can last longer than the spoken word and can, and often has, been immortalized. We encourage all our children to become “authors” in their own right.
Initially, a child needs to be able to form the letters needed and then be able to express one’s ideas using these letters. Through shared and guided writing opportunities, we equip children to develop the skills of writing clearly and legibly. When the child is confident with these basic skills, they will work towards being able to write with a greater sense of purpose and learn to organize their writing according to this purpose. Children are equipped with the necessary tools to do this, being given daily opportunities to focus on spelling and/or grammatical structures.
Our children work using a variety of real texts – the link between reading and writing is made very clear. We are keen to develop the links between the child’s creative work and the creative arts.
Handwriting
We strive for our children to form correct letter formations, joining and good handwriting habits so that they can write fluently and legibly by the end of KS2. Children are introduced to cursive style writing from early years. This is taught with a sequential and progressive approach with teachers and TAs modelling the handwriting style.
We believe that children’s self-esteem and pride in their work can be raised by good quality presentation.
Each aim is considered equally important:
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To teach children to write with a flowing hand which is legible, swift and pleasant to look at.
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To enable children to develop their own style of handwriting as they progress through Key Stage 2.
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To support the development of correct spelling and to aid in the elimination of letter reversals by the learning of word patterns and the correct joining of letters.
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To ensure that children of differing abilities are provided with appropriate and achievable goals.
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To assist children in taking pride with the presentation of their work.
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To teach correct letter formation.
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To appreciate handwriting as an art form.
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To display excellent examples of handwriting in every classroom and around the school.
At The Hayes, our aim is that pupils will be supported to develop a handwriting style which is clear, joined and fluid. Inevitably some will be neater than others, but each child can acquire a consistent and fluent style. Although there are many opportunities to practice handwriting across the curriculum, we will also provide regular lessons for teaching and revising these skills. The frequency and length of these lessons will vary according to the age and competence of the children. Formal handwriting skills will be taught regularly and systematically through the use of the PENPALS Handwriting scheme (Cambridge University Press).
Five stages are identified and these form the basic organisation of the scheme:
*Readiness for writing: gross and fine motor skills leading to letter formation (Foundation)
*Beginning to join (Lower KS1)
*Securing joins (Upper KS1/Lower KS2)
*Practising speed and fluency (Lower KS2)
*Presentation skills (Upper KS2) Opportunities for linking handwriting with early phonics and spelling work are fully exploited through the PENPALS scheme.
Year 2 (KS1) and Year 6 (KS2) Teacher Assessment Frameworks (English and Maths)
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Year 2 (KS1) Teacher Assessment Frameworks (English and Maths) Frameworks to make a statutory teacher assessment judgement at the end of the key stage following completion of the KS1 curriculum.
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Year 6 (KS2) Teacher Assessment Frameworks (English and Maths) Frameworks to make a statutory teacher assessment judgement at the end of the key stage following completion of the KS2 curriculum.
Policies and Planning Maps
Autumn Spellings Yr 1 - Yr 6.pdf
Spring Spellings for Whole School .pdf
Summer Spellings for Whole School.pdf