Earlsmead Primary School
We recognise that a systematic approach to teaching phonemes (sounds) plays an important part in developing fluent readers.
Essential Letters and Sounds (ELS) is our chosen Phonics programme. The aim of ELS is ‘Getting all children to read well, quickly’. It teaches children to read by identifying the phonemes (the smallest unit of sound) and graphemes (the written version of the sound) within words and using these to read words.
We start teaching phonics in Nursery and follow the Essential Letters and Sounds programme, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.
Phonics is explicitly taught every day during a dedicated slot on the timetable. Throughout the day, children will use their growing Phonics knowledge to support them in other areas of the curriculum and will have many opportunities to practise their reading. This includes reading 1:1 with a member of staff, with a partner during paired reading and as a class.
Children continue daily Phonics lessons in Year 1 and further through the school to ensure all children become confident, fluent readers.
We follow the ELS progression and sequence. This allows our children to practise their existing phonic knowledge whilst building their understanding of the ‘code’ of our language GPCs (Grapheme Phoneme Correspondence). As a result, our children can tackle any unfamiliar words that they might discover.
Children experience the joy of books and language whilst rapidly acquiring the skills they need to become fluent, independent readers and writers. ELS teaches relevant, useful and ambitious vocabulary to support each child’s journey to becoming fluent and independent readers.
We begin by teaching the single letter sounds before moving to diagraphs ‘sh’ (two letters spelling one sound), trigraphs ‘igh’ (three letters spelling one sound) and quadgraphs ‘eigh’(four letters spelling one sound).
We teach children to:
• Decode (read) by identifying each sound within a word and blending them together to read fluently.
• Encode (write) by segmenting each sound to write words accurately.
The structure of ELS lessons allows children to know what is coming next, what they need to do, and how to achieve success. This makes it easier for children to learn the GPCs we are teaching (the alphabetic code) and how to apply this when reading.
ELS is designed on the principle that children should ‘keep up’ rather than ‘catch up’. Since interventions are delivered within the lesson by the teacher, any child who is struggling with the new knowledge can be immediately targeted with appropriate support. Where further support is required, 1:1 interventions are used where needed. These interventions are short, specific and effective.
Supporting Reading at Home:
- Children will only read books that are entirely decodable; this means that they should be able to read these books as they already know the code contained within the book.
- We only use pure sounds when decoding words (no ‘uh’ after the sound).
- We want children to practise reading their book 4 times across the week working on these skills:
Decode – sounding out and blending to read the word.
Fluency – reading words with less obvious decoding.
Expression – using intonation and expression to bring the text to life!
We must use pure sounds when we are pronouncing the sounds and supporting children in reading words. If we mispronounce these sounds, we will make reading harder for our children. Please watch the videos below for how to accurately pronounce these sounds.
To access your child's e-book library, please click on the link below.
At the beginning of each academic year, we hold an information session for parents and carers to find out more about what we do for Phonics, Reading and English at our school. Please do join us.
More support for parents and carers can be found here:
Through the teaching of systematic phonics, our aim is for children to become fluent readers by the end of Key Stage 1. With decoding taught as the prime approach to reading, pupils will become familiar with this strategy and have the confidence to work out unfamiliar words in any new texts they encounter even when they have come to the end of the ELS programme. Pupils will have the opportunity to develop their fluency and comprehension as they move through the school; accessing a range of texts independently.
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 five 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.
- to monitor through the Essential Letters and Sounds assessment tracker, to narrow attainment gaps between different groups of children and so that any additional support for teachers can be put into place.
Phase 2 Pronunciation Video
Phase 3 Pronunciation video
Phase 5 Pronunciation video