English & Phonics

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At Nutfield Church Primary School we believe this. With the right support, all children can and will learn to read. We want our children to learn to read quickly and accurately and then to keep on reading throughout school. We believe that children who read regularly, grow to love reading and will have the best start in life. More importantly, learning to read fluently and with confidence will make them an independent learner for life.

To ensure this happens we want to give them the best start possible and we do this by using a systematic synthetic phonics programme, Essential Letters and Sounds. Through this we:

provide resources to enable teachers to deliver the programme effectively including sufficient decodable reading material to ensure that, as children move through the early stages of acquiring phonic knowledge and skills, they can practise by reading texts closely matched to their level of phonic attainment, that do not require them to use alternative strategies to read unknown words.

DfE Reading Framework July 2021

Our programme is rigorous, engaging and supports teachers to ensure that the lowest attaining children keep up rather than ‘catch up’.

Phonics:

At Nutfield Church Primary School, we teach Phonics from the very early days in Reception. Daily sessions start at 15 to 20 minutes a day, increasing to 30 to 35 minutes by the end of the year. Each grapheme-phoneme correspondence is taught in sets and the children learn the phoneme and how to write the corresponding grapheme. Fully decodable books are sent home to consolidate what the children have learnt in class.

ELS Overview – Phase 1 to Phase 5

Phase 1* Phase 2 Phase 3**
Nursery/Pre-School Seven aspects:

  • Environmental sounds
  • Instrumental sounds
  • Body percussion
  • Rhythm and rhyme
  • Alliteration
  • Voice sounds
  • Oral blending
Reception/Primary 1 Autumn 1 • Oral blending

  • Sounding out and blending with 23 new grapheme-phoneme correspondences (GPCs)
  • 12 new harder to read and spell (HRS) words
Reception/Primary 1 Autumn 2, Spring 1 and Spring 2

  • Oral blending
  • Sounding out and blending with 29 new GPCs
  • 32 new HRS words
  • Revision of Phase 2
Phase 4** Phase 5 including alternatives and lesser-known GPCs Beyond Phase 5
Reception/Primary 1 Summer 1

  • Oral blending
  • No new GPCs
  • No new HRS words
  • Word structures – cvcc, ccvc, ccvcc, cccvc, cccvcc
  • Suffixes
  • Revision of Phase 2 and Phase 3
Reception/Primary 1 Summer 2

  • Introduction to Phase 5 for reading
  • 20 new GPCs
  • 16 new HRS words Year 1/Primary 2 Autumn 1 and 2
  • Revision of previously taught Phase 5 GPCs
  • 2 new GPCs
  • 9 new HRS words Year 1/Primary 2 Spring 1 and 2
  • Alternative spellings for previously taught sounds
  • 49 new GPCs
  • 4 new HRS words
  • Oral blending
  • Revision of Phase 2, Phase 3 and Phase 4
Year 1/Primary 2 Summer, Year 2/Primary 3 and Key Stage 2

  • With ELS, phonics teaching does not stop at the end of Year 1, but continues as children move through the school, with links being made between their GPC knowledge and spelling
  • Revision of all previously taught GPCs for reading and spelling
  • Wider reading, spelling and writing curriculum

*Phase 1 of Letters and Sounds (2007) can be used in Nursery/Pre-School settings before starting ELS in Reception and can still be used throughout the school day in Reception. However, direct phonics teaching – the teaching of sounds, graphemes, word reading and vocabulary – must start from the very beginning of Reception.

**Phase 3 of ELS covers more than just the Phase 3 graphemes – we introduce some challenge from Phase 4 (in the form of adjacent consonants) alongside the Phase 3 teaching to extend children’s sounding out and blending skills.


Reading:

EYFS

Individual Reading Guided Reading Shared Reading Reading for pleasure/reading environment Monitoring
In EYFS the children will read to an adult in school every other day.

Once phonics is established, children should be reading at least every school night and a comment should be noted in their reading records.

Children in vulnerable groups are identified by Leader and must read daily.

Those children reading below age related expectations must read daily.

Reading records are checked daily to ensure children are reading at home.

Teachers make as many opportunities as possible within the curriculum where shared reading is encouraged.

Reading Buddies (every half term children read with a Buddy in another year group).

Every classroom must have a book corner with a half termly foci linked to their learning.

Class book which is read at the end of each day for 10 minutes.

Library led by a group of Year 5 and 6 library volunteers.

Lunchtime reading club.

Weekly library visit and children borrow a book.

Book fairs.

Reading volunteers.

Mystery reader.

Poetry day.

Every child has a reading record which is checked daily and children are encouraged to read at home.

Daily readers for those who have not met the required standard for their year group.

Reluctant readers/vulnerable groups must read daily.


KS1

Individual Reading Guided Reading Shared Reading Reading for pleasure/reading environment Monitoring
In Year 1 and 2, the children will read to an adult in school twice a week.

Children in vulnerable groups are identified by the teacher be heard reading daily.

Those children reading below age related expectations must read daily.

Reading records are checked daily to ensure children are reading at home.

In KS1 children spend 20 minutes a day taking part in a variety of English related tasks: a small group read with their teacher learning how to answer questions about a text plus phonics, spelling, handwriting or grammar activity. Teachers make as many opportunities as possible within the curriculum where shared reading is encouraged.

Reading Buddies (every half term children read with a Buddy in another year group).

 

Every classroom must have a book corner with a half termly foci linked to their learning.

Class book which is read at the end of each day for 10 minutes.

Library led by a group of Year 5 and 6 library volunteers.

Lunchtime reading club.

Weekly library visit and children borrow a book.

Book fairs.

Reading volunteers.

Mystery reader.

Poetry day.

Every child has a reading record which is checked daily and children are encouraged to read at home.

Daily readers for those who have not met the required standard for their year group.

Reluctant readers/vulnerable groups must read daily.


KS2

Individual Reading Guided Reading Shared Reading Reading for pleasure/reading environment Monitoring
In Years 3, 4, 5 and 6, the children will read to an adult in school once a week.

Children in vulnerable groups are identified by the teacher be heard reading daily.

Those children reading below age related expectations must read daily.

Reading records are checked daily to ensure children are reading at home.

In KS2 children will move onto a whole-class reading session when the skills of reading comprehension are taught. Each session focuses on a particular reading skill ensuring that children secure these deeply. In many cases the same question stem is used several times to ensure the children are able to answer this type of question, before the children have the opportunity to apply it themselves. These sessions teach inference and deduction and help children to become critical readers. Teachers make as many opportunities as possible within the curriculum where shared reading is encouraged.

Reading Buddies (every half term children read with a Buddy in another year group).

Every classroom must have a book corner with a half termly foci linked to their learning.

Class book which is read at the end of each day for 10 minutes.

Library led by a group of Year 5 and 6 library volunteers.

Lunchtime reading club.

Weekly library visit and children borrow a book.

Book fairs.

Reading volunteers.

Mystery reader.

Poetry day.

Every child has a reading record which is checked daily and children are encouraged to read at home.

Daily readers for those who have not met the required standard for their year group.

Reluctant readers/vulnerable groups must read daily.


How you can help at home:

Children will start to bring books home as they learn more GPCs (grapheme-phoneme correspondence) with a decodable books which includes only those they have learnt. As they progress they will also begin to learn ‘tricky words’ ie. those which do not follow a phonic pattern, for example – and, the or said, and these are taught separately alongside the phonemes they are learning. You can help your child to say the sounds correctly and then blend them to read. At Nutfield Church Primary School, teachers lead a phonics meeting in EYFS and Year One which will help you.

For more information, please see the English procedure on our website which has a list of the terminology you will need to know to help your child become a successful reader.

Mrs Cordey is our English Lead, please contact her through the school office if you have any questions, info@nutfield.surrey.sch.uk


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