Menu

King Edward Primary School and Nursery Excitement + Determination = Success

Little Wandle Letters and Sounds Revised

 At King Edward Primary School, we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Nursery and follow the Little Wandle Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.

 

How do we teach phonics? 

In Nursery we provide a balance of child-led and adult-led experiences for all children that meet the curriculum expectations for ‘Communication and language’ and ‘Literacy’. These include:

  • sharing high-quality stories and poems
  • learning a range of nursery rhymes and action rhymes
  • activities that develop focused listening and attention, including oral blending
  • attention to high-quality language.

 

Daily phonics lessons in Reception, Year 1 and Year 2

We teach phonics for 30 minutes a day. In Reception, we build from 10-minute lessons, with additional daily oral blending games, to the full-length lesson as quickly as possible. Each Friday, we review the week’s teaching to help children become fluent readers.

  • Children make a strong start in Reception: teaching begins in Week 2 of the Autumn term.
  • We follow the Little Wandle Letters and Sounds Revised expectations of progress:
    • Children in Reception are taught to read and spell words using Phase 2 and 3 GPCs, and words with adjacent consonants (Phase 4) with fluency and accuracy.
    • Children in Year 1 review Phase 3 and 4 and are taught to read and spell words using Phase 5 GPCs with fluency and accuracy.  

 

Reading practice

We teach children to read through reading practice sessions three times a week.

  • Each reading practice session has a clear focus, so that the demands of the session do not overload the children’s working memory. The reading practice sessions have been designed to focus on three key reading skills:
    • decoding
    • prosody: teaching children to read with understanding and expression
    • comprehension: teaching children to understand the text.
  • In Reception these sessions start in Week 4. Children who are not yet decoding have daily additional blending practice in small groups, so that they quickly learn to blend and can begin to read books.
  • In Year 2 and 3, we continue to teach reading in this way for any children who still need to practise reading with decodable books.

 

Home reading

  • The decodable reading practice e-book is taken home to ensure success is shared with the family.

 

Assessment 

  • 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 six 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.

 

Statutory assessment:

  • Children in Year 1 sit the Phonics screening check. Any child not passing the check re-sits it in Year 2. 

 

If you are a parent and would like more information about how to support your child with phonics at home, please follow this link to find videos of the sound pronunciations, how we teaching blending and other helpful resources.

https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/

Top