Phonics

Intent

At Compass Point Primary School, we use the Unlocking Letters and Sounds phonics programme to teach reading with consistency and high expectations. Our phonics lessons are carefully planned to engage every child and to ensure that all pupils can make strong progress.

Phonics is a vital part of early reading, giving children the tools they need to become confident, fluent readers. At Compass Point, we place our phonics teaching within a language-rich curriculum where children enjoy a wide range of books, both in print and online. We are committed to helping every child develop a broad vocabulary and to narrowing the word gap from the earliest stages.

We work closely with parents and carers to support children as they begin their reading journey. Together, we aim to give every child the skills and enjoyment that will help them develop a lifelong love of reading.

Implementation and impact:

To ensure our intent is effectively implemented and its impact clearly measured, we:

1. Deliver daily phonics lessons in EYFS and KS1, setting high expectations for every child.
2. Plan and teach phonics systematically, following the carefully sequenced Unlocking Letters and Sounds programme.
3. Use the Unlocking Letters and Sounds Progression Document to provide clear milestones and ensure consistency across year groups.
4. Start phonics teaching promptly in EYFS, once children are settled, ensuring that learning follows the progression from the very beginning.
5. Continue to build on phonics skills in KS2, using them to support children who need extra help and to strengthen spelling knowledge for all pupils.
6. Teach phonics as a whole class, using a ‘keep-up’ rather than ‘catch-up’ approach so that every child moves forward together.
7. Provide frequent opportunities for children to practise and apply their phonics knowledge throughout the school day.
8. Follow a consistent lesson structure, where all pupils are actively engaged:
   a. Revisit and Review
   b. Teach
   c. Practise
   d. Apply
9. Use ongoing assessment to identify children who may need extra support and those who are ready for greater challenge. Targeted interventions take place promptly, outside of daily lessons.
10. Carry out half-termly phonics assessments, monitored by class teachers, the Phonics Lead and the English Team, ensuring that outcomes directly inform next steps in teaching and planning.
11. Use the Unlocking Letters and Sounds visual cues and rhymes to support grapheme recognition and ensure a consistent approach across the school.
12. Ensure phonics resources—including flashcards, actions and slides—are used consistently throughout the school.
13. Provide ongoing professional development so all staff are confident and skilled in delivering high-quality phonics teaching.
14. Monitor phonics teaching and planning supportively, enabling staff to share good practice and continually improve.
15. Work in partnership with parents and carers to support phonics learning at home through information sessions, Class Dojo videos and practice resources for graphemes and sight words.
16. Provide fully decodable reading books, carefully matched to each child’s current phonics knowledge, to promote confidence, fluency and enjoyment in reading.