Phonics Programme

Phonics at Foreland Fields School

All Aboard Phonics

 

 

 

 

 

The All Aboard Phonics team have been working in literacy research since 2008.

 

Most of their research has been with struggling readers, through intervention work using an Easyread System. By developing an understanding of the cause of difficulty for each child and testing different solutions, the team developed a unique approach of the learn-to-read journey using phonics.

 

That research process has involved helping over 15,000 struggling readers reach reading confidence. The success rate has risen slowly to over 99%.

 

All of that acquired knowledge has now gone into All Aboard Phonics and All Aboard Phonics Plus (an intervention process integrated into All Aboard Phonics). The All Abaord Phonics team have combined the research with individual children and the knowledge and experience of classroom teachers, to create a practical solution in a normal class setting.

 

Foreland Fields School have adopted the All Aboard Phonics programme from September 2022.

 

The programme will ensure:

  • that a consistent phonics progression and approach is used throughout the Pioneers Pathway with positive impact on pupil progress.
  • that the EYFS curriculum prepares pupils with phonics awareness for future learning on the Pioneers Pathway.
  • that teachers and support staff delivering phonics sessions (class and targeted interventions) have access to relevant and ongoing training linked to this systematic synthetic programme.
  • that pupils are regularly assessed on their phonics skills and knowledge to support appropriate class and group work/interventions.
  • that all pupils have regular opportunities to complete independent creative writing tasks to show progression of skills and support assessment.
  • that Evidence for Learning is used to record Speaking & Listening examples to show progress and development over time. Written work will reflect the range of skills based tasks and creative writing opportunities for assessment and moderation purposes.

 

The expectation is that all students on the Pioneers Pathway have a discrete session for 15 minutes each day throughout Key Stages 1, 2 and 3.

 

EYFS (Foundation Pathway)

Key Stage 1 at Garlinge Primary 

Targeted pupils in EYFS at Foreland Fields School

  • Early letter sound awareness and Phase 1 skills (from EYFS & original Letters & Sounds documents).
  • Use of actions to support letter sound awareness from All Aboard Phonics programme.
  • Use of NELI (Nuffield Early Language Intervention) programme to support language development and Attention & Listening skills in preparation for phonics.
  • Extending individual talents as required through targeted interventions.

Key Stage 2

Pioneers' at Garlinge Primary School

Targeted Discoverers at Foreland Fields to use NELI and My Reading Schemes of Work

  • Continue with Phase 1 Phonics skills to promote Attention & Listening.
  • Use of All Aboard Phonics Phases 2-4 for skills based phonics whole class sessions and smaller group/individual interventions.

Key Stage 3

Pioneers' at Hartsdown

Targeted Discoverers' at Foreland Fields School (crossing the bridge groups) to use elements of All Aboard Phonics and My Reading Schemes of Work

  • Use of All Aboard Phonics Phases 3-5 for skills based phonics whole class sessions and smaller group/individual interventions.
  • Regular opportunities to consolidate and practice previous phases.
  • Practice and demonstration use of other reading/decoding skills e.g. whole word recognition to supplement phonics awareness.
  • Regular opportunities to apply and practice phonics skills in tasks linked to Literacy schemes of work.

 

Key Stages 4 & 5

East Kent College

Targeted Discoverers' at Foreland Fields School (crossing the bridge groups) to use elements of All Aboard Phonics and My Reading Schemes of Work

  • Discrete phonics sessions to be delivered as required on an individual basis through targeted interventions.
  • Phonics to be consistently modelled through literacy sessions.
  • Opportunities to apply skills and knowledge of phonics from previous key stages through Literacy scheme of work activities.
  • Preparation for accreditation exam techniques including student awareness for careful spelling.
  • Opportunities to use writing for real-life applications including use of ICT and mobile devices.