Phonics
Thorpepark Academy’s approach to phonics:
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 specific Little Wandle 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.
*Session 1- decoding
*Session 2- fluency and prosody
*Session 3- comprehension
As part of this approach, we use Collins Big Cat for Little Wandle Letters and Sounds Revised phonically decodable books that have been specially designed to match the teaching and learning of the phonics programme. These books are carefully and precisely matched to the child’s secure phonic level to ensure a reading fluency level. This automaticity allows the child to then focus on what they are reading and their understanding of what they have read. These books are read in school three times before they are shared at home with parents and carers.
Any pupil who needs additional practice has daily keep-up support, taught by a fully trained adult. Keep-up sessions match the structure of class teaching, and use the same procedures and resources, but in smaller steps with more repetition, so that every pupil secures their learning.
We timetable daily phonics lessons for pupils in Year 2 who are not fully fluent in reading, have gaps in their phonic knowledge or have not passed the Phonics Screening Check (taken at the end of Year 1). These pupils urgently need to catch up, so the gap between themselves and their peers does not widen. We use the Little Wandle Letters and Sounds Revised assessments to identify the gaps in their phonic knowledge and teach to these. If any pupil in Year 3 to 6 has gaps in their phonic knowledge when reading, we plan phonics ‘catch-up’ lessons to address specific reading gaps. These short, sharp lessons last 10 minutes and take place at least three times a week.
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/
Below are some useful documents about phonics, Little Wandle and supporting pupils to become life long readers.
Planning Documents:
Supporting documents from Little Wandle
“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.”
“Pupils understand how to keep their minds and bodies healthy.”
“There is a truly inclusive ethos.”
“Leaders prioritise pupils’ well-being.”
“Parents work in partnership with leaders and staff.”
“The school’s offer for pupils’ personal development is exceptional.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Children in the early years get off to a good start.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“Pupils are exposed to a wide range of high-quality books.”
“Pupils learn about people and places from their local area in all subjects.”
“Pupils love the ‘Thorpepark 50’.”
“Pupils thrive at Thorpepark Academy.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“Pupils learn the importance of contributing to their community.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Pupils are motivated to learn.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Pupils are well prepared for secondary education.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Pupil ambassadors check on other pupils’ well-being.”
“Leaders have ensured that the teaching of reading is strong.”
“Pupil mentors support younger pupils and those new to the school.”
“Leaders know the pupils, their families and the community very well.”
