Phonics
Thorpepark Academy’s approach to phonics:
Children at Thorpepark are exposed to quality books and text from the day they start to the day they leave. Reading is a life skill that we believe every child will learn and develop at our school. We embed a culture of learning to read and then reading to learn.
Foundation and Key Stage 1- How do we teach children to decode?
Little Wandle is the scheme that is used from Nursery to Year 2. Phonic sessions are taught daily across our Early Years Foundation Stage and Key Stage One. Those children who still have a phonic need will receive daily Little Wandle Rapid phonic interventions.
In addition to the daily phonics session, children in Foundation Stage Two, Year One and Year Two (Autumn term) participate in at least three reading practice sessions per week. This allows them to apply and practice the phonics knowledge they have learnt that week.
They are taught how to:
*Recognise the sounds that each individual letter represents;
*Identify the sounds that different combinations of letters make – such as ‘sh’ or ‘oo’; and
*Blend these sounds together from left to right to make a word.
*Pupils can then use this knowledge to ‘de-code’ new words that they hear or see. This is the first important step in learning to read.
The progression of GPCs and tricky words that we teach term-by-term in our programme, along with support for phonics videos to show you how to pronounce the sounds, guidance on how children are taught to say sounds and how to support your child reading at home can be viewed by clicking on the link below.
https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/
Planning Documents:
Supporting documents from Little Wandle
“Pupils understand how to keep their minds and bodies healthy.”
“Parents work in partnership with leaders and staff.”
“Leaders prioritise pupils’ well-being.”
“Pupils thrive at Thorpepark Academy.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“Pupils learn the importance of contributing to their community.”
“Pupils learn about people and places from their local area in all subjects.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“Pupils love the ‘Thorpepark 50’.”
“Pupil mentors support younger pupils and those new to the school.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“The school’s offer for pupils’ personal development is exceptional.”
“Pupils are well prepared for secondary education.”
“Pupils are motivated to learn.”
“There is a truly inclusive ethos.”
“Children in the early years get off to a good start.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Leaders know the pupils, their families and the community very well.”
“Pupils are exposed to a wide range of high-quality books.”
“Leaders have ensured that the teaching of reading is strong.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Pupil ambassadors check on other pupils’ well-being.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
