Phonics at Enfield Academy of New Waltham

At Enfield Academy, we follow Letters and Sounds as our Phonic Scheme.  The children use some 'Jolly Phonics' actions to support them with their recognition of these sounds.  Phonics is taught with a hands on approach and is used throughout the day in all subjects area.

Phonics is taught daily throughout Key Stage One and the children are grouped appropriately with regards to the phase they are accessing.

The children begin their phonic journey when they enter Reception on Phase 2 learning the initial sounds 'SATPIN'.  By Christmas, the children will begin Phase 3 of Letters and Sounds.  This stage introduces the children to digraphs, trigraphs and vowel digraphs and by May, the children should be accessing Phase 4, which will encourage them to blend polysyllabic words and teach the children valuable decoding strategies.

As the children enter Year One, their class teacher will recap Phase 4. The children will then move straight onto Phase 5.  This Phase is split into two parts 'a' and 'b'.  Phase 5 encourages the children to apply their learning to their spellings, focusing on split digraphs and alternative sounds and spelling patterns.

The children will finish Year One by completing a phonic screening test.  This assesses if the children are applying their skills to help them decode real and ‘alien’ words.

When the children enter Year 2, the children who still need support in Phonics will continue to access daily teaching revisiting phases they still require support in.  Please find below a definition of the vocabulary we will be using throughout our phonics teaching.

Phonics Vocabulary

Vowel Digraphs – 2 vowels that make one sound

Digraph – 2 letters that make one sound

Trigraphs – 3 letters that make one sound

Consonant Cluster – A group of consonant letters together.

Split Digraphs – 2 letters that are together but a naughty consonant will try to split them up!

Polysyllabic words – Word with more than one syllable

Phoneme fingers – To support children in sounding out words they are reading or spelling.

Phoneme Frame – To help children in reading and spelling words, putting in each phoneme in a separate frame.

Sound Buttons - To support the child in recognising the individual sounds in the word.

Reading at Enfield Academy

Here at Enfield, we pride ourselves upon fostering a 'love of reading' in our pupils. We have an area in every classroom which is inviting and comfortable for the children to choose high quality texts to enjoy and share. As reading is a central aspect of all curriculum areas, we put great emphasis on developing these skills, and fostering the love of reading, which will help your child to be a life-long reader.  Children will be given the opportunity to read from a wide range of books including reading scheme books and books from the library.

At Enfield Academy of New Waltham, we have adopted the Oxford Reading Tree Scheme and Phonics Bug Scheme as our core reading systems, with many other books put alongside these core books into reading bands. We put an emphasis on deepening understanding and building fluency. It is not a race to the hardest book band - we know it is more important to thoroughly understand what we are reading. Each class adopts a class book or text which the teacher will share with the children regularly throughout the week. This promotes collaborative discussion, insightful questioning and exposure to a range of differing texts and genres, which the children may not usually access.  Texts are chosen for their high quality and links to other areas of the curriculum.

As a school, we have adopted a VIPERS approach to reading. VIPERS is a mnemonic, which encompasses the key comprehension skills that children need to develop and practise throughout their primary school education (Vocabulary, Infer, Predict, Explain, Retrieve and Summarise). By using the VIPERS approach, the children are able to understand the purpose of each reading strand and identify the relevant skills needed for each style of question. In KS2, children even use this skill to develop their own VIPERS style comprehension questions!

Reading strategies are taught daily in English lessons through shared and guided reading. In KS1, children read in a group every week and complete reading or writing activities to support this learning. Your child will be engaged in a form of reading every day including reading out their own work, using dictionaries, reading labels and instructions, computer games, shared class text, library books and so on. The class teacher or teaching assistant will share a book with your child as often as possible; the frequency of these individual and group sessions depends on the needs of the child.

The children develop comprehension skills right from the early years, where they are encouraged to reflect on and question the content of the text which they are reading. As each child develops as a reader, they are encouraged to be aware of their audience, reading with a greater degree of fluency and expression. They also begin to use the skills needed to be able to find information from books, linked to the VIPERS strands.

We view a home school partnership as an essential part of your child's learning. Each time a child reads at home, we ask parents to sign the home reading record and after 20 reading sessions, your child will receive his / her first certificate. At the end of the school year, some children have read more than 300 times and are awarded with a trophy. Your child will bring his/her reading book home each day with a Home Reading Record. This provides an opportunity for you to share a story with your child in a relaxed environment or enables the older readers to enjoy a book alone at home.

It is important that the children try to read a variety of material, such as fiction, non-fiction, poetry and a range of more complex short novels, especially when they are fluent readers.