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Welcome to Holy Trinity Catholic Primary School. We are a one – form entry, voluntary aided school in Garston, Liverpool for children from 3-11. We hope that you enjoy our website and that it will provide you with all the information you need.

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Attendance

Attendance
  • EYFS 95.7%
  • Year 1 91.7%
  • Year 2 92.9%
  • Year 3 96.9%
  • Year 4 93.4%
  • Year 5 96.4%
  • Year 6 87.2%

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Holy Trinity Catholic

Primary School

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Phonics

Holy Trinity Catholic Primary School

RWI Phonics

Intent

 

At Holy Trinity, Reading and Phonics are a school priority and they are key drivers for our curriculum. Therefore, we have an English Lead based in KS2 as well as an Early Reading and Phonics Lead who oversees the teaching of Reading and Phonics across EYFS and KS1.

 

The systematic teaching of phonics is a high priority throughout the Foundation Stage and Key Stage One. At Holy Trinity, we value reading as a key life skill, and we are dedicated to enabling our pupils to become lifelong readers. We encourage all pupils to read for enjoyment and we recognise that independent reading starts with the foundations of acquiring the knowledge of letter sounds as well as the skills of segmenting and blending. Learning to read starts in Nursery, where children learn good listening skills and begin to tune into the sounds around them. Children in EYFS are immersed in stories and nursery rhymes as part of their daily routine.

 

It is our intention to ensure that by the end of their primary education, all pupils are able to read fluently and with confidence, in any subject in their forthcoming secondary education. The teaching of systematic phonics is the foundation for this learning.

 

Implementation

 

Our pupils learn to read and write effectively and quickly using the Read Write Inc. Phonics programme.

In Read Write Inc. Phonics pupils:

  • Decode letter-sound correspondences quickly and effortlessly, using their phonic knowledge and skills
  • Read common exception words on sight
  • Understand what they read
  • Read aloud with fluency and expression
  • Write confidently, with a strong focus on vocabulary and grammar
  • Spell quickly and easily by segmenting the sounds in words
  • Acquire good handwriting

 In addition, we teach pupils to work effectively with a partner to explain and consolidate what they are learning. This provides the teacher with opportunities to assess learning and to pick up on difficulties, such as pupils’ poor articulation, or problems with blending or alphabetic code knowledge.

 

We group pupils homogeneously, according to their progress in reading rather than their writing. This is because it is known that pupils’ progress in writing will lag behind progress in reading, especially for those whose motor skills are less well developed.

In Year R we emphasise the alphabetic code. The pupils rapidly learn sounds and the letter or groups of letters they need to represent them. Simple mnemonics help them to grasp this quickly. This is especially useful for pupils at risk of making slower progress. This learning is consolidated daily.

Pupils have frequent practice in reading high frequency words with irregular spellings – common exception words. We make sure that pupils read books that are closely matched to their increasing knowledge of phonics and the common exception words. This is so that, early on, they experience success and gain confidence that they are readers. Re-reading and discussing these books with the teacher supports their increasingly fluent decoding.  Alongside this, the teachers read a wide range of stories, poetry and non-fiction to pupils; they are soon able to read these texts for themselves.

Embedding the alphabetic code early on means that pupils quickly learn to write simple words and sentences. We encourage them to compose each sentence aloud until they are confident to write independently. We make sure they write every day. Pupils write at the level of their spelling knowledge. The quality of the vocabulary they use in their writing reflects the language they have heard in the books the teacher has read to them; they have also discussed what the words mean.

Our aim is for pupils to complete the phonics programme as quickly as possible. The sooner they complete it, the sooner they will be able to choose books to read at their own interest and comprehension level.

Impact

 

We assess all pupils following Read Write Inc. Phonics using the Entry Assessment. This gives us a very good indication of how well they are making progress relative to their starting points. We do this for all pupils, whenever they join us, so we can track all of them effectively, including those eligible for Pupil Premium.

 

For those on the Read Write Inc. Phonics programme, we record their starting date and entry point on the tracker to monitor the rate at which they are making progress. We can also easily identify those who joined the programme later.

 

We support pupils who are making slower progress and those who have identified special educational needs for however long it takes until they can read. For example, we identify those who are at risk of falling behind their peers immediately – whatever their age. Highly trained staff tutor them for 15 minutes every day, using the Read Write Inc. one-to-one tutoring programme. If a child arrives in Key Stage 2 reading below their chronological age or with English as an additional language they are taught Read Write Inc. Phonics until they too catch up with their peers.

 

By the end of Key Stage 1, the majority of our pupils are able to read aloud age-appropriate texts accurately and with sufficient speed for comprehension. This means that we can focus on developing their comprehension, preparing them well for transition to Key Stage 2. Their good decoding skills mean that they have a sound strategy for decoding unfamiliar words when they come across them at whatever stage or in any subject, even into secondary school.

 

Our teachers are enthusiastic about using the Read Write Inc. programme because they can see how well pupils learn from it and the progress they make, not just in English, but across the curriculum.

Parent video: How to say the sounds

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