Rationale: Systematic, synthetic whole school programme closely linked with scheme previously used (as outcomes indicated this worked for our children in our school) with the additional benefits of:

• Easy to follow structured lesson plans for teaching each phoneme
• Assessment for each unit of work and phase which identifies where additional targeted support is needed
• Online and physical resources for school and home use including decodeable books
• Low level, high interest resources for rise up intervention sessions aimed at accelerated learning at KS2
• Aim for all children to keep up with peers, through additional interventions rather than rise up

Implementation: Enabling all children to acquire skills needed to be a competent reader and writer

• Whole school (Teachers and support staff) CPD to access resources and implement Quality first teaching

• Online and physical resources purchased for whole school
• Teaching assistants supported to implement interventions
• Direct teaching of Phonics occurs daily for children from Nursery to Year 2 with additional focused work for some children
• Correct letter formation is taught and practised daily in Summer term Nursery, Reception and Year 1
• Teachers and Parents have access to e-books to consolidate and practise reading
• Phonics Curriculum workshops for Parents to support learning at home
• Phonics trackers provides whole school overview
• Book trackers show progress of reading over time
• Bench marking ensures children are reading books matched to their ability
• Summative Assessment at end of each unit and phase
• Daily reading in all classes
• Guided reading in all classes X1 a week
• Early years, Y1, Y2 emphasis on decoding and encoding leading to reading fluently. Y3 upwards emphasis on comprehension and critical thinking