Impact

We can see the impact of our phonics teaching if: 
 
  • By the end of Year 1, children can decode, segment and blend confidently, and most are ready to move from learning to read to reading to learn
  • Children feel successful in reading and are more willing to read because books are matched to their ability
  • The use of timely and targeted intervention means that almost all  children become confident fluent readers by the end of KS1
  • A high number of pupils pass the phonics screening check at the end of Year 1
Assessment
 
Assessment is used to monitor progress and to identify any child needing additional support as soon as they need it.
  
Assessment for learning is used:
  • daily within class to identify children needing Keep-up support
  • weekly in the Review lesson to assess gaps, address these immediately and secure fluency of GPCs, words and spellings.
Summative assessment is used:
  • every six weeks to assess progress, to identify gaps in learning that need to be addressed, to identify any children needing additional support and to plan the Keep-up support that they need.
  • by SLT and the Reading lead to narrow attainment gaps between different groups of children and so that any additional support for teachers can be put into place.
 
Statutory assessment
 
• Children in Year 1 sit the Phonics Screening Check. Any child not passing the check resits it in Year 2.
 
Ongoing assessment for catch-up
 
• Children in Year 2 to 6 are assessed through their teacher’s ongoing formative assessment as well as through the half-termly Little Wandle Letters and Sounds Revised summative assessments.