Please click here to see our Phonics and Reading Policy
SSP Phonics Programme
Hollyfield uses the DFE validated phonics programme created by Little Wandle Letters and Sounds Revised. We start teaching phonics to the children in their first full week in Reception. The programme is designed to get children reading as soon as possible and so we start by teaching frequent phase 2 grapheme phoneme correspondences (GPCs) rather than teaching GPCs in alphabetical order. We teach children a new GPC 4 days of the week and then have a review day to consolidate the new learning. Very quickly, children begin to use these GPCs to start decoding simple CVC words (consonant, vowel, consonant e.g. nap, pin, sit). Throughout the programme, which spans Reception and Year 1, pupils are taught more GPCs including more complex and less frequently occurring, phase 5 GPCs.
We strive for our pupils to leave Year 1 with the knowledge and skills to successfully decode unfamiliar words.
Little Wandle Letters and Sounds revised progression and supporting documents
Please find below the link to the progression we follow when delivering our phonics programme. Whilst there is guidance given regarding half termly content and reading stages, please note that we will always use our assessments to ensure that children are given the correct teaching for their stage of learning. Therefore, there may be occasions when we slow the content down or repeat sections in order to ensure pupils are secure before moving on.
Please see the documents below for further support. You will also find information about phonics on the Little Wandle website in the parent section.
Little Wandle’s Parent Section can be visited by clicking here.
Phonics Screening Check (PSC)
The Phonics Screening Check (PSC) is a statutory assessment administered in Year 1. This usually takes place in the summer term. Prior to the assessment, the school holds a meeting which we invite parents to in order to explain in more detail what the PSC involves. Parents do not need to do anything at home to prepare children for this assessment other than enjoy reading together regularly and frequently.
Reading Practice
Children in Reception are learning the first steps for reading and so begin the year by reading wordless books. As soon as children are able to confidently identify and recognise a selection of the Phase 2 grapheme phoneme correspondences (GPCs), they begin to read books with words in. These books are decodable in line with the pupil’s stage of reading. In school, pupils in Reception and Year 1 have 3 reading sessions a week, in small groups delivered by a trained adult. Each day has a different focus. On day 1, we work on decoding and improving fluency. On day 2, we work on prosody and using a storyteller voice. On day 3, we develop comprehension skills. This means that by the time the book comes home, children should be reading it confidently and fluently.
The Books That Come Home
After the 3 days of Reading Practice, children will bring their reading book home to show off their wonderful reading. This book must be returned to school the following week on the designated day as it will be required by another reading group.
Pupils will also bring home a ‘reading for pleasure’ book which is for sharing with an adult or sibling at home. This book is a book that pupils select independently based on their own preferences and is for enjoyment. It is likely that, especially in the early stages of their reading journey, they will not be able to read this book independently and will require someone to read it to them. The purpose of this book is to encourage and develop a love of reading through shared reading, book talk and enjoying books with key role models in their lives. This book should also be returned to school each week. However, children may not wish to change it every week, particularly if it is a longer book which will require more than a week to read.
We encourage children to read daily and widely. Any reading, of any kind is wonderful – parents and children should not feel limited to the books that come home. We also encourage families to share books in their first/home language where English is not the first language.
