fix bar
fix bar
fix bar
fix bar
fix bar
fix bar

Reading & Phonics

Reading & Phonics


The processes by which children comprehend spoken language are the same as those by which they comprehend the words on the page; the difference being that the first relies upon hearing the words and the second upon seeing the words in written form. Obviously, in order to comprehend written texts children must first learn to recognise, and then decode the words on the page.

High-quality phonic teaching secures the crucial skills of word recognition that, once mastered, enable children to read fluently and automatically thus freeing them to concentrate on the meaning of the text. Children at Gilberdyke Primary School will secure automatic decoding skills and progress from ‘learning to read’ to ‘reading to learn’ for purpose and pleasure. The ultimate goal of learning to read is comprehension. To achieve this, practitioners and teachers are clear about which activities are designed to teach children to acquire word recognition skills, and which will help children develop high-level comprehension skills.

Principles of high-quality phonic work at Gilberdyke Primary School.

At Gilberdyke Primary School we ensure the efficiency of our phonic teaching by ensuring that beginners are taught:

  • Grapheme–phoneme correspondences in a clearly defined, incremental sequence

  • To apply the highly important skill of blending (synthesising) phonemes in the order in which they occur, all through a word to read it

  • To apply the skills of segmenting words into their constituent phonemes in order to spell words

  • That blending and segmenting are reversible processes

High-quality phonic work will be most effective when:

  • It is part of a broad and rich curriculum that engages children in a range of activities and experiences to develop their speaking and listening skills and phonological awareness

  • It is multi-sensory, encompassing simultaneous visual, auditory and kinaesthetic activities to enliven core learning

  • It is time-limited, such that the great majority of children should be confident readers by the end of Key Stage One

  • It is systematic, that is to say, it follows a carefully planned programme with fidelity, reinforcing and building on previous learning to secure children’s progress

  • It is taught discretely and daily, in small groups and at a brisk pace

  • There are opportunities to reinforce and apply acquired phonic knowledge and skills across the curriculum and in such activities as shared and guided reading

  • Children’s progress in developing and applying their phonic knowledge is carefully assessed and monitored

Our Approach

At Gilberdyke Primary School, phonics is taught throughout the Foundation Stage, Key Stage 1 and Key Stage 2 (where required).  The objectives are taken from The National Curriculum, as is the programme of study. Phonics is taught daily, in small groups appropriate to the needs of pupils.

Our phonic’s programme is based on a multisensory approach based on neuroscience where pupil's listening, speaking and visual recognition are all being stimulated at the same time. This makes learning meaningful and long lasting. We have adapted this approach using parts of the Jolly Phonics and the Read, Write, Inc. schemes. Within every phonic’s lesson pupils recap previous skills, learn something new, practise this and then apply their learning through short reading and writing tasks.  

National Phonic Screening

All children in Year One will be screened using the National Assessment materials in the summer term. If a child in Year One does not reach the required level then additional support will be put in place in order for the child to make accelerated progress with their reading and writing. They will be retested when they are in Year Two. This data will be submitted to the local Authority.

Reading Scheme

We have an electic reading scheme and wherever possible the books are phonically decodable.