0025-sample-Leading-and-Managing-Systematic-Synthetic-Phonics

Introduction and OverviewThis Phonics Health Check is designed to:• review your schools programme for phonics teaching• identify strengths and areas for development within existing practice• provide strategies to improve and enhance the teaching and learning of phonics in your schoolChildren's Quality of Building The Learning Teaching and Capacity Environment:Progress Learning within School indoors and outdoorsTrajectory to secure age Developing pedagogy and Developing a professionalappropriate phonic subject knowledge - learning community Communication friendlyknowledge - Y1 Phonic Phonics/Early Reading and environmentsScreening Check Writing AFL •Subject Leadership and management Resources to supportReading to Level 2+ end of •Building on children's phonics teaching -KS1 fascinations •Teacher CPD multisensory for all children •Teacher Induction -New•Knowing about and •Meeting the needs of all Opportunities to tracking children's learners to FS/KS1 NQT consolidate and apply learning and progress •Transition and Continuity phonic knowledge and •Child Initiated-vs-Teacher •Partnership with parents skills in areas of provision•Children's achievement led activities •Role of Governors and attainment •Planning and developing•Knowing about standards Communication and•Using data and setting Language and Literacy- reading and writing targets•Planning next steps •Phonic teaching•Providing guidance and support to children (c) Sue Cove, Focus Education (UK) Ltd 1

Phonic Phases Discrete Phonics Session Pace and Progression Planning Application of Phonic Knowledge and SkillsWhich Phonics Programme is used to systematically teach Synthetic Phonics?Prompts: Is there fidelity to the programme? Have all staff involved in teaching Phonics been trained to deliver the programme? Do staffunderstand the programme structure and content?How is the teaching of Phonics organised?Prompts: Setting across whole school / Setting across a Key stage / Differentiation within cohorts / Creative use of the discrete sequence Isthere evidence of differentiation for SEN /EAL learners?Is there a timetabled daily 20 minute Phonic session taught in school?Prompts: Planning follows teaching sequence - Introduce - Revisit - Review - Teach - Practise - Apply - Assess3-5 Grapheme-Phoneme correspondences are taught each weekIs there variety in our Phonics teaching?Prompts: Use of Outdoor ,active learning , games , music , good quality resources ,magnetic letters and boardsUse of ICT – Interactive whiteboard, talking tin lids, control technology.How is the quality and effectiveness of phonics teaching monitored and evaluated?Prompts: Is there a designated strategic lead for Phonics and early Reading? Are sessions observed?When using the Interactive Whiteboard: Are all children actively and purposefully involved in the learning not just watching?Does teachers half term / termly phonics planning reflect the length of the Phonic Phases?Prompts: The length of Phases is taken into account in planning – Phase 2 up to 6 weeks; Phase 3 up to 12 weeks; Phase 4 -4-6 weeks; Phase5 – up to 30 weeks.Are trajectories for the Phases used to support planning and maintain clear expectations?Are teachers aware of the expectations for progression through the Phonic Phases?Prompts: Nursery – Phase 1 YR; Phase 2 Phase 3 Phase 4 Y1; Phase 5 Y2; Phase 6 – Support for SpellingFormative tracking and regular review of progressIn Phonics planning are there clearly identified opportunities for children to apply their phonic knowledge and skills both indoors andoutdoors ?Prompts: Purposeful and engaging activities allow children to demonstrate their phonic knowledge in reading and writing activitiesthroughout areas of provision and across the curriculum.Continuous provision e.g. role play, play dough recipes, fishing for Phonemes, Buried treasure, Construction - Road block tricky words etc.Are children actively engaged in activities outdoors? Tricky word treasure hunts, story trail clues, location writing etc. 2 (c) Sue Cove, Focus Education (UK) Ltd

Analysis of Phonic Phase Data PROGRESS DATA FOR CHILDREN : RECEPTION CLASS Number of children working securely at Phonic Phases Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6TOTAL NUMBER IN COHORT Summer Born Children known to Looked After Children with Speech SEND English as an Boys children be eligible for Children Language Learners additional (born between Free School Meals Communication (not SLCN) language May 1st and Needs learnersVULNERABLE GROUPS August 31st) (c) Sue Cove, Focus Education (UK) Ltd 3