Phonics Programme The role and impact of the phonics champion

1. Phonics ProgrammeThe role and impact of the phonics champion Putting it into practice in the classroom

2. Objectives for session Colleagues will understand: expectations and benefits of the Phonics Programme what effective phonics provision looks like in practice and how to overcome common barriers how to embed phonics across the curriculum how continuing assessment can be used effectively the role of the phonics champion in driving improvement

3. 1. What do you know about the phonics programme?2. What does phonics look like in your school at the moment?

4. Programme expectations and benefits Action plan 3 half day visits from SLEs Data three times a year for Yr1 and Yr2 resits in Support from hub managers 12 days supply across the project – heck how many you have left to use! Resources on Excalibur website including SEN, Assessment, Parental engagement

5. Characteristics of successful schools These schools shared a very rigorous and sequential approach to developing speaking and listening and teaching reading, writing and spelling through systematic phonics. applied with a high degree of consistency and sustained. planned structure, fast pace, praise and reinforcement, perceptive responses, active participation by all children and evidence of progress. effective teachers highly trained to instil the principles of phonics Reading by six; how the best schools do it (Ofsted 2010)

6. In many schools EYFS use a different programme from that used in KS1 There are staff teaching phonics who have no experience of the programme – or sufficient subject knowledge about phonics Staff not directly involved in teaching phonics do not know/understand how it is taught There is no-one with sufficient authority and knowledge about phonics to pull it all together Sounds are not being consistently produced or are not pure

7. High fidelity! Fidelity to the chosen programme is vital to ensure that children are taught consistently systematically and so that everyone has the same expectations of what children should be achieving and also to ensure sensible use of resources and materials

8. Common barriers Consistency and fidelity to a scheme Coverage, pace and milestones Assessment and use of assessment Challenge and support Pace and engagement Balance of phoneme to grapheme and grapheme to phoneme Seen as discrete 20 minute session Expectations and exposure Slow movers Alien words Non negotiables!!!

9. Your approach:Whole class v streaming

10. Coverage, pace and milestones

12. Expected of progress of homogenous groups working at an average pace

13. What makes good phonics teaching?

14. Non-negotiables Clear milestones and high expectations At least 20 minutes discrete phonics teaching EVERY day Phoneme to grapheme and grapheme to phoneme Alien words Children assessed and acted upon Catch-up for those falling behind Opportunities for application throughout the day Monitoring and development for all staff involved

15. Sequence of teaching in a phonics session pre-teach targeted questioning check ins seating mixed ability pairs resources writing sentences check ins alternative spellings use in own writing own examples Intervention/catch up Introduction Revisit and review Teach Practise Apply Assess learning against criteria

20. What makes good assessment in phonics?

21. Assessment • Continual assessment in every lesson (and other opportunities) – knowledge of children • Adapt in individual lessons • Using additional adults • Individual phase 2 & 3 • Not just reading! • Application in writing to show how secure • Consistent practice across school, monitored regularly

24. Guided Reading “That’s easy, I can do that in a 20 minute session.” Bell work Marking and feedback Home learning Individual reading Shared/ model writing

25. Bell work Writing repeater

31. Feedback and marking When and how do you give children feedback about their phonics?

34. Using parents as resources/home learning

39. Using additional adults • Consider who is best placed to teach especially the lower attainers? • If supporting in class, are they just rephrasing or repeating? • Use to add value to what teachers do, not replace them: during review/revisit to support a group/individual alongside, during teach extra pairs of eyes and ears, during apply to extend higher attainers, support assessment • Use to help pupils develop independent learning skills and manage their own learning. • Rotating responsibilities? • But they need to be fully prepared

40. Expectations and exposure Who are your target children What are their individual gaps If children never move on to next phase/set of sounds, what happens when they come across them in a book? Late arrivals… Excuses…

41. Back to non-negotiables Clear milestones and high expectations At least 20 minutes discrete phonics teaching EVERY day Phoneme to grapheme and grapheme to phoneme Alien words Children assessed and acted upon Catch-up for those falling behind Opportunities for application throughout the day Monitoring and development for all staff involved

42. Why do some children pick up phonics more slowly than others? What are the common problems?

43. Closing the gap…slow movers… Early support rather v late intervention Continuous assessment to close gaps Knowing the children – identify barriers Underpinning skills – visual/sequential memory, auditory discrimination Flexible boosters to fit need Little and often, make it fun!

48. Common problems and missing underpinning skills Poor listening/auditory discrimination Poor articulation Poor blending – still sounding out individual sounds Poor visual discrimination Poor auditory and/or sequential memory Poor working memory