Pre-Phonics in our Nursery:

Beeston Fields' Nursery follows the pre-phonics programme, Super Sounds. This programme is delivered through stories, songs, rhymes and games. It builds step-by-step using activities that are simple, repetitive and fun. Super Sounds develops children’s auditory and visual discrimination and memory:

• Auditory discrimination and memory: recognise, remember and talk about the similarities and differences in the sounds we hear and the sounds we say in words;
• Visual discrimination and memory: recognise, remember and talk about the similarities and differences in the shapes that we see.

These skills are developed through 3 pre-phonics domains:

• Listening and Attention – familiar sounds; musical sounds; matching familiar shapes and objects; copying and matching noises and sounds; engaging in story telling and music making activities;
• Phonological awareness – rhythm, beat and movement; rhyme; copying, matching and sequencing patterns of actions and sounds matched to visual images; joining in with stories, songs and rhymes;
• Phonemic Awareness – alliteration; oral blending; oral segmenting; reading and recognising letters in their own name and other contexts.

From the Spring term, children in N2 also begin the early reading programme matched to our DfE-accredited No Nonsense Phonics scheme – 'Teeny Reading Seeds.'

Teeny Reading Seeds serves to supplement the quality pre-phonics teaching, supporting children to have the best possible start to No Nonsense Phonics Skills (NNPS) scheme in Reception. It does this by raising children's awareness of print in the environment; it teaches essential phonemic awareness skills including oral blending and segmenting which are vital precursors to phonics learning; and it introduces the children to letters of the alphabet, both upper and lower case, using the same pictorial mnemonics (memory aids) as the No Nonsense Phonics Skills approach. In this way, the transition to systematic phonics teaching in our reception classes is seamless.

Phonics in the Provision:
Research shows that successful readers that high quality adult-child interactions focused on developing wider communication and language skills is a key marker for later success with learning to read. As such, each child’s language skills, and pre-phonic development is tracked and opportunities are provided for all pupils to practice and develop their pre-phonic skills. Practitioners exploit opportunities in the provision and within their interactions with children to develop their pre-phonic skills.

Phonics in our Reception classes:

Our school have adopted the DfE accredited synthetic phonics programme of No Nonsense Phonics Skills. This booklet-based approach, which arranges the alphabetic code over 11 booklets, begins when children join our reception classes. We have chosen this aspirational approach as it covers the Five Pillars of Literacy - phonemic awareness, phonics, vocabulary, fluency, language comprehension - which we believe are vital to all of our learners. Our aim is to have all children reading as quickly as possible. Pupils are encouraged to take ownership of their own learning from the outset and identify what they can do, and also what they cannot yet do, so that they can be given support with those things that they cannot yet do.

The NNPS programme uses a two-pronged approach of both systematic daily teaching, and also "incidental" teaching of any letter-sounds-correspondences (known as "codes") that pupils need for their reading or their writing. In this way, no child is held back from being able to read or spell whatever they would like to. You will see a large "code-chart" in every classroom from Reception to Y2, and you will see the children use individual code charts to help them with their reading and their spelling.

NNPS Teaching and Learning Cycle

No Nonsense Phonics Skills has a Teaching and Learning Cycle which we follow rigorously. In most cases, a new piece of code (a letter-sound correspondence) is taught over two days. Session 1 is a "multi-skills" lesson where a new code and is introduced and children explore this at code and word level. Session 2 is a "mini-story" lesson which enables children to apply the new code taught on the previous day through a longer piece of text.

This is the cycle:

Session 1 - teacher led revisit

This is whole class and interactive - all children are expected to join in. Children revisit known code through flashcards.

Session 1 - individual pupil revision

Children use their own printed materials to review known and previously taught material. Children will review known codes using the "Say the Sound" page in their books (from Book 2+ onwards). They will be directed to review at word or text level using a previously taught page.

Session 1 - a new piece of code

The teacher will introduce the new focus letter-sound correspondence. They will model this with the decoding (reading) routine, and the encoding (spelling) routine (including handwriting).

Session 1 - individual pupil practice

Pupils practice the new learning at code and word level in their own printed booklets. They try all activities in the book independently at first, with feedback given to individuals or groups. The teacher will then go through with the whole class, sharing expert reading tips.

The teacher will then lead the class through a group of spellings using the target code, and provide immediate feedback so that pupils can correct and learn from any mistakes.

Session 2 - teacher led revisit

This is whole class and interactive - all children are expected to join in. Children revisit known code through flashcards.

Session 2 - individual pupil revision

Children use their own printed materials to review known and previously taught material. Children will review known codes using the "Say the Sound" page in their books (from Book 2+ onwards). They will be directed to review at word or text level using a previously taught page. Teachers take this opportunity to work with any pupils who will need a re-teach of the target code in order to be able access the day's learning.

Session 2 - individual pupil practice

Children use the "say the sounds" at the top of the new page, and teachers "extend" pupils with new incidental teaching which can be applied within the mini-story.

Children underline the focus code in the mini-story and note the total. They then read the story independently.

Session 2 - teacher with pupils

The teacher re-reads the story with the pupils, noting expert reading tips, and discussing the meaning of the text.

Pupils will then be instructed as to what to complete next. For most pupils this will be copywriting with a focus on handwriting and letter formation. For some pupils this may be self-dictation with a focus on handwriting and letter formation. The teacher may determine a different activity if this is what that individual pupil requires.

Spelling

When children are taught spelling within the phonics sessions, we use a "sound dash" approach as required by No Nonsense Phonics Skills. Children are asked to orally segment the word and to count the sounds they hear. They write a dash for each sound heard. These dashes serve as the line for children to write the letter/s on. Whilst it is developmental for children to use phonetically plausible spellings, within the phonics lesson children will be taught to focus on choosing the correct code. When giving feedback the teacher will praise children for hearing the sounds, but will provide feedback on how to choose the correct spelling using the working wall and the code charts. Outside of phonics lessons, children would be expected to correctly apply the codes they have been taught, and where necessary, will be given feedback linked to this. In some cases it is appropriate to use the code charts and "incidentally" teach a new piece of code such that a pupil can use a correct spelling even if the code has not yet been covered within their phonics lessons.

One-to-one Reading

Children who are working on No Nonsense Phonics Skills have a decodable reading book that is directly matched to their level of phonics. They take these books home so that they can read independently. These books are given by the teacher/ teaching assistant and changed by the teacher/ teaching assistant. The children will also take home a book that can be read to them, a book of high interest. See Reading Policy for more information.

LaunchPad Reading Lessons

Children in Reception and Year 1 use Launchpad Reading for their reading lessons. This is a daily approach created by Carl Pattison. The approach supplements the daily phonics lesson and decodable books that the children take home. It enables children to learn from an expert reader whilst applying their phonic knowledge and develop reading skills to become successful readers. A decodable book is selected in correlation with the No Nonsense Phonics Book the year group are on and this is used daily.

Overview of the LaunchPad approach: