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Impact

 

 

The quality teaching of phonics will ensure that children have the skills to decode words, moving on to tbe able to read texts with fluency and comprehension.

 

We expect that all learners will become confident, able readers.

 

Our aim is to ensure that all children will then have the skills to succeed in other areas of the curriculum delivered at our school, and they will develop a love of reading.

 

Additionally, we aim to nurture children in becoming enthusiastic readers that enjoy learning to read and become independent with using their reading skills to inform their learning.

 

 

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 scrutinised through the Little Wandle Letters and Sounds Revised assessment tracker, 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 re-sits 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.

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