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Harbour Primary

Phonics

Learn to read, so you can read to learn.

   All children will make speedy progress in phonics and reading.

All children will develop a love of books.

              Parents and carers are fully engaged in their child’s reading development.   

Reading is an integral part of everyday life at Harbour Primary and Nursery school, and all staff place reading at the heart of the curriculum. We are determined that every pupil, regardless of their background and starting point, will learn to read with fluency and understanding and develop a life-long love of reading. 

We place a high importance on reading in the early stages and much of our daily timetable focuses on phonic skills and word recognition, whilst sharing picture books linked to the learning in class. The teaching of phonics and reading follows a rigorous and sequential approach to develop the vital early reading skills.

As a school, we have chosen to use the ‘Sounds Write’ programme which is used from the very beginning of the Reception year. Children who attend our Nursery, also benefit from early phonics teaching using the same approach.

The daily structured approach supports children in learning letters and sounds and our ongoing assessment identifies children in danger of falling behind, and they are given extra one-to-one tuition delivered by our trained and skilled staff. All staff teaching are fully trained (a 6 day professional course), and any new staff who will be teaching phonics are trained as soon as possible. Additionally, a literacy specialist from the English Hub visits the school regularly to provide support and training for leaders and staff.

All children use decodable books linked to the teaching in class daily, and home reading books are aligned with sounds learned in class.                                                            

Intent

At Harbour Primary, the majority of children that leave KS1 will have a thorough knowledge of the 44 different spelling sounds of the English language and will read age appropriate books fluently. We are determined for every child to learn to read regardless of their background, needs or ability. We will respond to any gaps identified in children’s learning.

All children are expected to:

  • use phonics knowledge to sound out unfamiliar words
  • read fluently with good understanding
  • read with confidence and enjoyment
  • develop a wide vocabulary, an understanding of grammar and knowledge of convention for spoken language and reading
  • appreciate our rich and varied literary heritage.

 

 Implementation

  • Every child in YR-Y3 have daily phonics sessions, which they read and write, using their progressively growing knowledge and skills.
  • Some children receive additional support, for example pre-teaching, daily small group work and additional 1:1 phonics intervention as identified by teaching and support staff.
  • Well-trained teachers and support staff ensure that all vulnerable children are supported at the appropriate time.
  • All children are entitled to focused teaching time with their teacher.

At Harbour Primary School, we use the Sounds-Write Quality First Phonics programme to deliver our phonics teaching in EYFS, Key Stage 1 and eventually into Key Stage 2. Sounds-Write starts with what all children acquire naturally and right from the start, the sounds of their own language and teaches the letters or combinations of letters which represent whose sounds when we write.

Through the Sounds-Write programme children will understand that;

  • Letters represent sounds
  • A sound can be spelled with 1,2,3 or 4 letters
  • In English the same sound is often written with different spellings (same sound, different spellings)
  • In English, the same spelling can spell different sounds.

The children are taught the skills of:

  • Blending
  • Segmenting
  • Phoneme Manipulation

Code Knowledge

For skilled fluent reading, it is vital that children have a thorough knowledge of the spelling code of the 44 sounds of the English language. Different parts of the code is taught everyday through lessons where the children are building whole words sound by sound, reading words and writing words.

Sounds Write strategies will be honed and used throughout KS2 for all children, and identified children will have targeted support and interventions.

Impact

Through the teaching of systematic phonics, our aim is for children to become confident, accurate and independent readers and spellers by the end of Key Stage One.

By the time our Children leave Harbour Primary they will be fluent, confident and able readers who can access texts for pleasure and learning, giving them the best opportunities for success in future lines of study and employment. 

Attainment in phonics is measured by Sounds Write baseline assessment in reception and the Phonics Screening Test at the end of Year 1.

 

Progression in Phonics

Reception Sounds Write Progression

These units guide our teachers through teaching phonics in Reception, Year 1 and Year 2. If there are noticeable gaps in children’s previous learning, the teachers will customise interventions for small groups or individuals to ensure the children keep up.

Below is the order in which children are exposed to the spellings in Reception:

Units

Word Structure

Extended Code

Common Words

Unit 1

 CVC

a, i, m, s, t

 

Unit 2

CVC

n, o, p

is, a

Unit 3

CVC

b, c, g, h

the, I

Unit 4

 CVC

d, e, f, v

for, of

Unit 5

 CVC

k, l, r, u

to, are

Unit 6

CVC

j, w, z 

was

Unit 7

CVC

x, y, ff, ll, ss, zz

all

Unit 8

VCC & CVCC

 

Using the previously taught sounds

come, some 

Unit 9

CCVC

 

Unit 10

 CCVCC, CVCCC, CCCVC

 

Unit 11

 

sh, ch, th, ck, wh, ng, qu 

there, their, these, what, where, who

Below is the overview of when those units are taught throughout Reception.

Autumn Spring Summer
Review Content from previously taught units based on formative assessment
Current Unit Units 1-7- Units 8-11 Bridging Unit
Reading and Writing in Connected Text

Reading: decodable texts from previously taught units

Writing: content from at least two units behind the current unit

Year 1 Sounds Write Progression

Below is the order in which children are exposed to the spellings in Year 1:

Units

Extended Code

Unit 1

/ae/

ai, ay, ea, a-e, a

Unit 2

/ee/

e, ea, ee, y, ie, e-e

Unit 3

ea

/ae/ (great) & /ee/ (team)

Unit 4

/oe/

 o, oa, o-e, ou, ow, o

Unit 5

o

/oe/ (no) & /o/ (hot)

Unit 6

/er/

er, ir, or, ur

Unit 7

/e/

e, ea, ai

Unit 8

/ow/

 ou, ow

Unit 9

ow

 /ow/ (cow) & /oe/ (snow)

Unit 10

m/oo/n

 oo, ou, ue, ew, u-e, o

Unit 11

/ie/

 i, igh, y, ie, i-e

Unit 12

b/oo/k

 oo, u, ou

Unit 13

oo

m/oo/n & b/oo/k

Unit 14

/u/

o ou u

Unit 15

ou

/ow/ (loud), /u/ (double) & /oo/ (soup)

Unit 16

/s/

s, ss, st, c, ce, se, sc

Unit 17

s

/s/ (bricks) & /z/ (his)

Unit 18

/l/

 l, ll, al, el, il, le, ol

Unit 19

/or/

or, aw, au, a, ar, al

Unit 20

/air/

 air, are, ear, ere, eir

Unit 21

/ue/

ue, ew, u, u-e

Unit 22

ew

/oo/ (blew) & /ue/ (new)

Unit 23

/oy/

oi, oy

Unit 24

/ar/

 ar, a, al, au

Unit 25

/o/

 o, a

Below is the overview of when those units are taught throughout Year 1.

Autumn Spring Summer
Review Content from previously taught units based on formative assessment
Current Unit

Review of Initial Code

Extended Code Units 1-9

Introduction of Polysyllabic Words

 

Extended Code Units 10-18

 

Extended Code Units 19-26

Reading and Writing in Connected Text

Reading: decodable texts from at least one unit behind the current unit and begin introducing other carefully selected texts

Writing: content from at least two units from behind the current unit

Year 2 Sounds Write Progression

Below is the order in which children are exposed to the spellings in Year 2:

Units

Extended Code – More Spellings

Unit 27

/ae/

ai, ay, ea, a-e, a, ei, ey, eigh

Unit 28

/d/

d, dd, ed

Unit 29

/ee/

e, ee, ea, y, ey, ie,

Unit 30

/i/

I, ui, e, y

Unit 31

/y/

/y /( yellow) /i/ (hymn), /ie/ (cry) & /ee/ (happy)

Unit 32

/oe/

oe, o‐e, ow, oa, ou, ough, o

Unit 33

/n/

 n, nn , ne , gn , kn

Unit 34

/er/

ar, er, ir, or, ur , ear , our

Unit 35

/v/

 v, vv , ve

Unit 36

m/oo/n

oo , ew , u , ue , u ‐ e , ui , ou , ough

Unit 37

/j/

 j, g , ge , dge

Unit 38

/g/

g, gg , gh , gu

Unit 39

g

/j/ (angel) & /g/ (gym)

Unit 40

/f/

 f, ff , gh , ph

Unit 41

gh

 /f/ (cough) & /g/ (ghost)

Unit 42

/m/

m, mm, mb, mn

Unit 43

/or/

oar, ore, our, augh, ough

Unit 44

/h/

h, wh

Unit 45

/k/

 c, k , ck , ch , cc

Unit 46

/r/

r, rr , rh , wr

Unit 47

/t/

t, tt , bt , te

Unit 48

/z/

 z, ze , zz , s , se , ss

Unit 49

/eer/

 eer, ere, ear

 Below is the overview of when those units are taught throughout Year 2.

Autumn Spring  Summer
Review Content from previously taught units based on formative assessment
Current Unit

Extended Code Units

27 - 34

Extended Code Units 

35 - 42

Extended Code Units

43 - 49

Reading and Writing in Connected Text

Reading: decodable texts from previously taught units and other carefully selected texts

Writing: content from at least two units behind the current unit.

Mr Guillaume's Phonics Videos

Have a look at our very own Mr Gillaume showing you how we teach phonics at Harbour!

Lesson 1 Word Building

Lesson 2 Symbol Search

Lesson 3 Sound Swap

Lesson 4 Reading and Spelling Words

 

Lesson 6 One sound, Different Spelling

Lesson 6 adjusted One sound, Different Spelling

Lesson 7 One Sound, Different Spelling

 Lesson 8 Sound Review