Phonics

Year One: Phonics Screening Check Information for Parents

"The Year 1 phonics screening check is not a formal test, but a way for teachers to ensure that children are making sufficient progress with their phonics skills to read words and that they are on track to become fluent readers who can enjoy reading for pleasure and for learning."

1. What is the Year 1 phonics screening check?

The phonics screening check is taken individually by all children in Year 1 in England. It is designed to give teachers and parents information on how your child is progressing in phonics. It will help to identify whether your child needs additional support at this stage so that they do not fall behind in this vital early reading skill.

2 .What is in the phonics screening check?

There are two sections in this 40-word check and it assesses phonics skills and knowledge learned through Reception and Year 1. Your child will read up to four words per page for their teacher and they will probably do the check in one sitting of about 5-10 minutes.

3. What sort of check is it and is it compulsory?

It is a school-based check to make sure that your child receives any additional support promptly, should they need it. It is not a stressful situation as the teacher will be well-equipped to listen and understand your child’s level of skills.

There will be a few practice words first to make sure your child understands the activity.

4. What does it check?

It checks that your child can:

• Sound out and blend graphemes in order to read simple words.

• Read phonically decodable one-syllable and two-syllable words, e.g. cat, sand, windmill.

• Read a selection of nonsense words which are referred to as pseudo words.

5. What are nonsense or pseudo words and why are they included?

These are words that are phonically decodable but are not actual words with an associated meaning e.g. brip, snorb. Pseudo words are included in the check specifically to assess whether your child can decode a word using phonics skills and not their memory.

The pseudo words will be shown to your child with a picture of a monster and they will be asked to tell their teacher what sort of monster it is by reading the word. This not only makes the check a bit more fun, but provides the children with a context for the nonsense word which is independent from any existing vocabulary they may have. Crucially, it does not provide any clues, so your child just has to be able to decode it. Children generally find nonsense amusing so they will probably enjoy reading these words.

6. Is there a pass mark?

The check is not about passing or failing but checking appropriate progress is being made. If children do not reach the required standard, then the teacher will be in touch to discuss plans and offer additional, tailored support to ensure that your child can catch up. Children progress at different speeds so not reaching the threshold score does not necessarily mean there is a serious problem. Your child will re-sit the check the following summer term.

7. What happens to the results?

The school will report your child’s results to you by the end of the summer term as well as to the local authority, but the results won’t be published in a league table as with SATs. If you have any concerns, do talk to your teacher about this in a parents’ meeting or after school.

8. Do all schools and children have to participate?

All schools and academies in England must take part in the phonics screening check unless they are an independent school. There is a process in place for reviewing children with special educational needs, so if your child’s teacher thinks there are very special reasons related to your child and their needs that make them think the phonics screening check may not be appropriate, they will decide on appropriate action and discuss this with you.

9. What should I do if my child is struggling to decode a word?

• Say each sound in the word from left to right.

• Blend the sounds by pointing to each letter, i.e. /b/ in bat, or letter group, i.e. /igh/ in sigh, as you say the sound, then run your finger under the whole word as you say it.

• Talk about the meaning if your child does not understand the word they have read.

• Work at your child’s pace.

• Always be positive and give lots of praise and encouragement.

How will my child learn to read?

Little Wandle

At Shirestone Academy we are passionate about ensuring all children become confident and enthusiastic readers and writers. We believe that phonics provides the foundations of learning to make the development into fluent reading and writing easier. Through phonics children learn to segment words to support their spelling ability and blend sounds to read words. The teaching of phonics is of high priority. 

Intent

At Shirestone Academy we are passionate about ensuring all children become confident and enthusiastic readers and writers. We believe that phonics provides the foundations of learning to make the development into fluent reading and writing easier. Through phonics children learn to segment words to support their spelling ability and blend sounds to read words. The teaching of phonics is of high priority

Implementation

At Shirestone Academy we use the complete systematic synthetic phonics programme ‘Little Wandle Letters and Sounds Revised’. This programme is based on the original Letters and Sounds document, but has been extensively revised to provide a complete teaching programme meeting all the expectations of the National Curriculum, the Ofsted Deep Dive into reading, and prepares children to go beyond the expectations of the phonics screening check. This allows our phonics teaching and learning to be progressive from our Nursery up to Year 2 and beyond. Children in our Nursery are introduced to Phase 1 phonics, which concentrates on developing speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2.  As children move into Reception, they continue to build on their listening skills and are introduced to Phase 2 which marks the start of systematic phonics work and work through to the end of Phase 4. In Year 1 the children cover Phase 5 sounds and alternate sounds and also practise pseudowords in preparation for the phonics screening check. 

Every day the children in Reception, Year 1 and Year 2 have discrete, daily phonics sessions where they revise previous learning; are taught new graphemes/phonemes; practise together and apply what they have learnt. Children progress through the stages at the expected rate and catch-up intervention is provided for any children who need it.  

Children are assessed at least half termly and placed in reading groups according to their reading level.  Children in Reception, Year 1 and Year 2  take part in reading sessions 4 times a week.  

Impact

Through the teaching of systematic phonics, our aim is for children to become fluent readers by the end of Key Stage 1. Children can then focus on developing fluency and comprehension throughout the school. Attainment in phonics is measured by the Phonics Screening Test at the end of Year 1. Children who do not pass their phonics screening are then assessed on a regular basis across Year 2 and Key Stage 2, until they become fluent.

Daily Keep Up

Daily Keep-up lessons ensure every child learns to read Any child who needs additional practice has daily Keep-up support, taught by a fully trained adult. Keep-up lessons match the structure of class teaching, and use the same procedures, resources and mantras, but in smaller steps with more repetition, so that every child secures their learning. We timetable daily phonics lessons for any child in Year 2 and above who is not fully fluent at reading or has not passed the Phonics screening check. These children urgently need to catch up, so the gap between themselves and their peers does not widen. We use the Rapid Catch-up assessments to identify the gaps in their phonic knowledge and teach to these using the Rapid Catch-up resources – at pace. These short, sharp lessons last 15-20 minutes daily and have been designed to ensure children quickly catch up to age-related expectations in reading.