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Northway Primary and Nursery School

'Together we can achieve anything'

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Northway Primary School

Northway Primary and Nursery School

'Together we can achieve anything'

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Attendance Board

Attendance for was:

Attendance Target is 97%

Achievements
  • Walliams
  • Dahl
  • Rowling
  • Shakespeare

Phonics

 

At Northway we expect pupils to meet the following expectations, term by term, from Reception to until the end of Year 1: 

 

Expected Progress Reading

Stage and focus sounds

Expected Levels

Reception

End of Autumn Term

 

 

 

Set 1 sounds

Word Time 1 2 3

Working below expected levels

 

Set 1 sounds

Word Time 1 2 3 4 5

Expected level

 

Set 1 sounds

Word Time 6 7,

Books: ditties/green books

 

Greater Depth

End of Spring Term

 

 

 

 

Set 1 Word Time 1 2 3 4 5

Working below expected levels

 

Set 1 Word Time 6 7, ditties

Expected level

 

Set 2, green/purple books

Greater Depth

End of Summer Term

 

 

 

Set 1 blending, ditties

Working below expected levels

 

Set 2, green/purple books

Expected level

 

Set 2, pink/orange books

Greater Depth

Year One

End of Autumn Term

 

 

 

Set 1 and 2, green books

Working below expected levels

 

Set 2, read some Set 3, orange books

Expected level

 

Set 2, read most Set 3, yellow books

Greater Depth

End of Spring Term

 

 

 

Set 2, purple books

Working below expected levels

 

Set 2, read most Set 3, yellow books

Expected level

 

Set 2, read all Set 3 (spell some), blue books

Greater Depth

End of Summer Term

 

 

 

Set 2, some Set 3, pink/orange books

Working below expected levels

 

Set 2, read and spell all Set 3, blue and grey books- completed programme

Expected level

 

Begin SPaG programme

Greater Depth


Pupils are taught new phonemes everyday through high quality systematic, synthetic phonic work as the prime approach to decoding print, i.e. a phonics first and fast approach.  They are taught the grapheme-phoneme correspondences in three sets of Speed Sounds in a clear incremental sequence from the simple alphabetic code to phonemes with alternative graphemes.  They start off with simple phonemes and progress to learning a mixture of digraph and tri-graphs when appropriate within the programme.  For each phoneme, children are taught to say it, read it, write it, using child friendly mnemonics and visual, auditory and kinaesthetic activities.  Lessons are designed for the teaching of discrete, daily sessions progressing from simple to more complex phonic knowledge and skills and covering the major grapheme/phoneme correspondences.

 

Children learn to decode words by identifying the graphemes and blending the phonemes, through the word. Each daily session, which lasts up to an hour, has built in Word Time, which demonstrates that phonemes should be blended, in order, from left to right, all through the word for reading. Within these lessons pupils are invited to practise by reading texts which are entirely decodable for them, so that they experience success and learn to rely on phonemic strategies.  Reception children learn the relationship between phonemes and graphemes practise word blending with magnetic letters, moving onto reading the lively, decodable Ditty Books or Storybooks, matched to phonic ability.  Year 1+ children review and learn new grapheme-phoneme correspondences and apply their increased phonic knowledge to reading the Storybooks and doing writing activities.

 

Within daily sessions pupils are taught high frequency and exception words that do not conform completely to grapheme/phoneme correspondence rules.  Reviewing and revisiting them daily provides fidelity to the teaching framework for the duration of the programme, to ensure that these irregular words are fully learnt.

 

Daily sessions provide pupils with the opportunity to write new letters each day to practice letter formation.  Each letter of the alphabet has a simple phrase to support pupils to remember the formation of the letter until they are completely confident.

 

Children learn to spell words by segmenting them into phonemes. Children are taught to use Fred talk (counting phonemes on fingers) to blend words for reading, and segment words for spelling. This ensures they understand that blending is the reverse of segmenting from the beginning. They learn this is the opposite of blending.  This ensures that children apply phonic knowledge and skills as their first approach to reading and spelling even if a word is not completely phonically regular.

 

To ensure pupils are on track with the pace of the schools phonic programme we provide initial and ongoing assessments, which take place every 6 weeks.  This enables us to quickly spot pupils who are not keeping up with the programme and who would benefit from 1:1 tutoring.  1:1 Tutoring is put into place for every pupil who needs additional support, to enable them to catch up quickly.

 

  • Initial assessment to ensure children start at the right point in the programme and work at the cutting edge of their learning
  • Ongoing assessment to ensure children are being taught at the right level and make the expected progress so that absolutely no child slips through the net
  • Assessment for children deemed to be in danger of falling behind


This assessment system helps monitor:

 

  • ability to hear and blend phonemes orally
  • recognition of graphemes
  • ability to sound out phonemes into words
  • ability to recognise phonically regular words
  • ability to read irregular words
  • ability to read nonsense words.
  • provides teachers with a clear map of childrens progression in phonic knowledge and skills.

 

At Northway we plan to continue to embed and build upon these skills in the coming year to ensure our programme provides maximum results for pupils, by continuing to develop and train the staff delivering the programme and develop the consistency of skills with the pupils.  

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Northway Primary and Nursery School

‘Together we can achieve anything’

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