Leadership and Monitoring of Phonics Learning and Teaching Conference

1. Leadership and Monitoring of Phonics learning and teaching Kingsgate Conference Centre, 20th March 2015

2. Leadership and Monitoring of Phonics learning and teaching Sue Howard Learning and Teaching Adviser (Literacy)

3. Aims • To support leaders in developing and embedding the following: • closing the attainment gap for specific groups • phonic subject knowledge and progression in phonics • What does good teaching and learning look like? • tracking progress in phonics and using effective intervention programmes • administering and monitoring the phonics screening check

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6. Narrowing the Gaps to National in Phonics

7. Narrowing the Gaps to National in Phonics • School Improvement Team • Improvement Plan for Phonics 2014/15 (linked to the yearly school improvement plan for improving literacy) • Aim: To improve achievement in phonics through improved leadership, teaching and learning • Success Criteria: • Improved leadership and management of phonics and reading, supported by improved outcomes • Achievement - gap to national similar groups are further closed for identified groups by July 2015: • All to be less than 6ppts (currently 8ppts) • FSM to be less than 6ppts (currently 7ppts) • EAL to be less than 8ppts (currently 12ppts) • EFL to be less than 4ppts (currently 5ppts) • White British to be less than 4ppts (currently 5ppts) • OWB to be less than 15ppts (2013 20ppts) • Pakistani Heritage to be less than 12ppts (2013 14ppts) • Teaching of phonics to be judged good overall and no inadequate teaching identified by the end of the year

8. Narrowing the Gaps to National in Phonics What would be your school’s priorities from the phonics action plan?

9. Phonics Subject Knowledge and Progression

10. Phonics Subject Knowledge and Progression Articulation and technical vocabulary

11. Phase 1(continuous through Phases 2 – 6) Phonics Subject Knowledge and Progression Children: • Enjoy rhyme and alliteration • Can distinguish between sounds • Explore and experiment with sounds and words • Orally blend and segment phonemes Birth onwards – usually pre-school and Reception +

12. Children working at Phase 2 Phonics Subject Knowledge and Progression Know 19 consonants and vowels and can blend and segment them into CVC words Reception - typical duration 6 weeks

13. CVC or not?

14. CVC or not?

15. Children working at Phase 3 Phonics Subject Knowledge and Progression • Are learning one way of writing each of the 43 phonemes, including digraphs • Are beginning to read and spell two syllable words and captions Reception - typical duration: Up to 12 weeks

16. Children working at Phase 4 Phonics Subject Knowledge and Progression • Can blend adjacent consonants in words for reading, e.g. spoon, pink, fright • Can hear and segment adjacent consonants for writing Usually taught with Phase 3 at end of YR & Phase 5 in Y1

17. Children working at Phase 5 Phonics Subject Knowledge and Progression • Are learning alternative ways of pronouncing and spelling the long vowel phonemes, e.g. ay, ae, a-e, ai, a, • Can read phonetically decodable two and three syllable words, e.g. frogspawn, shopkeeper and spell complex words using phonetically plausible attempts • Can blend to read quickly and independently Throughout Year One

18. Long and Short Vowels Activity: Sort the body parts into words with long and short vowels

19. Which of these words contain a split digraph? time made spike have come bride some shine

20. Which of these words contain a split digraph? time  made  spike  have come bride  some shine 

21. Children working at Phase 6 Can apply phonic skills and knowledge to recognise and spell an increasing number of complex words Are secure with less common grapheme /phoneme correspondences, e.g. s/zh in vision Can recognise phonic irregularities Read and write with increasing fluency and accuracy Throughout Year Two (although teaching of spelling continues well into KS2) Phonics Subject Knowledge and Progression

22. Phonics Subject Knowledge and Progression

23. Teaching Sequence

24. Observing Discrete Phonics

25. Phonics – a non-negotiable

26. Tracking Progress

27. Tracking Progress

28. Intervention

29. Phonics Counts • a teacher-led reading intervention with support from a teaching assistant • for children in Years 1 to 3who have the greatest difficulties with reading • based on systematic synthetic phonics within a balanced approach to reading • developed by Edge Hill University 29

30. Phonics Counts outcomes 2013 /14 Impact on children • 78 children in Years 1 – 3 took part in Phonics Counts in 24 schools in 7 local authorities. They received an average of 42 lessons from a teacher and 20 support sessions from a TA over 4.7 months. • Standardised reading tests showed that: • they made an average Reading Age gain of 14 months – over 3 times the expected rate of progress • this gain was consistent across both phonics and the reading of whole sentences • their comprehension scores more than doubled • they gained an estimated 4.2 National Curriculum points • class teachers said that every child showed more confidence and interest in reading at the end of the programme

31. Project X CODE a reading intervention delivered by a trained teaching assistant or a teacher for children in Years 2 to 4 who need a helping hand with reading highly motivational books and resources published by Oxford University Press training developed by Edge Hill University

32. Project X CODE outcomes 2013 158 children in 31 schools that received training had an average of 39 sessions over 4 months. • they made an average Reading Age gain of 13.4 months- over 70% more than the gain achieved without training • their comprehension scores doubled- over three times the gain achieved without training • they gained an estimated 2 National Curriculum sublevels “It was noticeable how children began to change their foremost strategy in solving unknown words – from guessing, using the initial letter to blending right through the word.” Primary School

33. Phonics Screening Check

34. Phonics Screening Check

35. Phonics Screening Check

36. Phonics Screening Check

37. Phonics Screening Check

38. Phonics Screening Check

39. Phonics Screening Check

40. Phonics Screening Check

41. Phonics Screening Check y-or-n t-a-b th–r-a-ng

42. Phonics Screening Check

43. Phonics Screening Check

44. Phonics Screening Check Raise Online:

45. Phonics Screening Check Raise Online:

46. Application of Phonics

47. My Spelling Journal Application of Phonics

48. Reading the Next Steps • Sets out four strategies, one of which is: • the Phonics Partnership Grant Programme - a £10,000 grant for good schools to support other schools with phonics teaching. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/409409/Reading_the_next_steps.pdf

49. CPD Opportunities Year 1 Phonic Screening Check Workshops: Wednesday 22nd April 4.00 – 5.30pm Thursday 23rd April 4.00 – 5.30pm Northminster House

50. Contact Details Sue Howard: 01733 863717 Lesley Kelly: 01733 863723 sue.howard@Peterborough.gov.uk lesley.kelly@peterborough.gov.uk