“phonics not taught consistently”

Collingwood Street, Hull, East Yorkshire, HU3 1AW · Part of Hull Collaborative Academy Trust

(Information for the school and appropriate authority)

 Phonics is not yet consistently taught across the school. This means that not enough pupils are secure in their phonic knowledge when they start Year 3. Leaders need to ensure that phonics is taught consistently by all staff so that more pupils secure the phonic knowledge they need to become confident learners.  Not all subjects in the wider curriculum are well planned and implemented. Subjects such as French, music and religious education do not build knowledge from children’s starting points in early years. Leaders need to develop the curriculum so that all subjects are clearly planned and sequenced from early years to Year 6.  In early years, adults lack the skills and knowledge they need to support children when they are learning through play. Opportunities to challenge and develop children’s early language are missed. Leaders need to ensure that all staff are well trained to support pupils effectively in accessing an ambitious curriculum.

Swinderby, Lincoln, Lincolnshire, LN6 9LU

2

Although improving, the phonics curriculum is not taught consistently well. Some key stage 2 staff have not received the necessary training. Some staff do not accurately deliver the curriculum. Consequently, some pupils do not remember the sounds that letters make. Some pupils do not develop fluency. They are unable to access the curriculum as they should.

Besthorpe Road, Attleborough, Norfolk, NR17 2NA

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 In the early years, leaders have not clearly identified what pupils need to know in all subject areas. Staff are not delivering the whole curriculum effectively to give pupils all the knowledge and skills they need for Year 1. Leaders need to ensure all curriculum planning begins in the early years.  Phonics is not consistently well taught across the school. Some staff lack confidence in how to deliver this curriculum, and this impacts negatively on the day-to-day teaching of phonics. Intervention to identify and support effectively pupils who have fallen behind has only recently been established. This means not enough pupils are secure in their phonics knowledge. Leaders need to ensure that phonics is taught consistently by all staff, so pupils secure the phonics knowledge they need to become confident readers.  Most subject leaders have not had the opportunity to check curriculum plans are being well delivered across the school. As a result, these subject leaders are

Kesteven Road, Stamford, Lincolnshire, PE9 1SR · Part of Our Lady of Lourdes Catholic Multi-Academy Trust

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pupils knowing what is expected.  Phonics is not taught consistently well. Some staff do not teach phonics in line with the school’s phonics programme. This means that some pupils hear sounds pronounced incorrectly. The school’s method for reading and spelling words is not taught consistently. Leaders need to ensure that all staff who teach children to read have the expertise to do so.

Grange Road, Northampton, Northamptonshire, NN3 2AX · Part of Our Lady Immaculate Catholic Academies Trust Ltd

better?

Reading is taught well. The phonics programme is well sequenced. Staff have been provided with sustained training and support. This has resulted in phonics being taught consistently well. Pupils enjoy phonics lessons. Overall, they remember the sounds that they have learned and use these in their reading. However, a small proportion of pupils have reading books that are too easy for them. Their books do not allow them to practise the sounds that they have learned. As a result, they do not become fluent readers as quickly as they could.

Shoeburyness, Southend-on-Sea, Essex, SS3 9FE · Part of Southend East Community Academy Trust

(Information for the school and appropriate authority)

 Some staff members do not teach phonics in a consistent way. This means that some pupils do not learn the school’s chosen phonics programme in a coherent way. The school should make sure that staff teach the phonics programme consistently so that all pupils learn their phonics knowledge effectively.  The changes to the school curriculum mean pupils have not learned all the prior subject knowledge and subject-specific vocabulary they need. This results in gaps in their understanding, which can hinder some pupils when completing learning tasks. The school must fill gaps in understanding and plan for knowledge and vocabulary development in each subject from the early years.

Kilsby, Rugby, Warwickshire, CV23 8XS · Part of Innovate Multi Academy Trust

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 Overall, the school’s curriculum is appropriately planned and sequenced. However, its early stage of implementation means that pupils do not yet remember the curriculum content. Leaders should ensure that the school’s new curriculum is embedded.  In some subjects, the curriculum does not make clear the most important content that pupils should know and remember at each stage of their education. This means curriculum content cannot be taught as effectively as it could be. Leaders should ensure that the curriculum makes clear what pupils should know and remember at each stage of their education, across all subjects.  The phonics programme is at an early stage of implementation. Teachers’ subject knowledge is not consistently secure. This means that pupils do not learn to read as quickly or as fluently as they could. Leaders should ensure that phonics is taught consistently well.  The curriculum for reading beyond phonics is not well planned and sequenced. It sets

Grange Avenue, Derby, Derbyshire, DE23 8DG

better?

The teaching of phonics is inconsistent. Some staff have received effective phonics training while others have not. Some pupils who are at the early stages of learning to read do not have the necessary skills to decode unfamiliar words. Some of their reading books are too challenging. There is no planned approach to providing pupils with the necessary support to help them to catch up. This prevents them from becoming fluent and confident readers.

Winston Way, Ilford, Essex, IG1 2WS · Part of United Learning Trust

3

Leaders have prioritised the development of a culture of reading for pleasure. Staff make sure pupils read a range of fiction and non-fiction texts. Pupils develop a love of books from the early years. They enjoy daily reading time and visits to the library. Leaders make sure that phonics is taught consistently and well. Pupils learn phonics from the start of Reception. They become confident with sounding out and blending letters. Pupils take books home regularly to share with their parents and carers. Teachers assess pupils accurately and ensure that they keep up with the phonics programme. Where pupils need help to catch up, staff provide expert help so that they read fluently.

40 Braunstone Lane East, Leicester, Leicestershire, LE3 2FD

(Information for the school and appropriate authority)

 Phonics is not taught in a consistent way. The school should introduce a core phonics programme across the different phases so that a more consistent approach is adopted. This will enable all pupils to acquire the intended knowledge of phonics appropriate to their age and stage of development as they move through the school.

Hyson Green, Nottingham, Nottinghamshire, NG7 6FJ · Part of Aspire and Shine Education Trust

better?

Pupils are taught to read from the very moment they join the school. The phonics curriculum is well established and is working well. Teachers know the precise sounds that pupils are expected to know at each stage of their education. Regular training and support have resulted in phonics being taught consistently well. Pupils quickly master phonics.

Off Buffery Road, Dudley, West Midlands, DY2 8EH

3

Early reading is not taught effectively. Phonics teaching is inconsistent. Some staff do not follow the school’s approach to sounding out letters. Staff have not made sure pupils learn sounds in the planned way. The work set does not allow pupils to practice the sounds they are learning. This means that pupils do not develop the fluency they need to be able to read well.

Denton Burn, Newcastle-upon-Tyne, Tyne and Wear, NE15 7HP · Part of Bishop Bewick Catholic Education Trust

3

Pupils learn to read confidently and fluently as they progress through the school. This includes pupils with SEND. Phonics begins as soon as children start in Reception. The school’s programme for teaching phonics is taught consistently well. Pupils’ knowledge of phonics is carefully assessed to identify any gaps as they learn to read. Pupils regularly practise reading from books that are matched to the sounds that they know. This includes pupils who speak English as an additional language who are new to phonics. Pupils develop a love of reading through exciting daily story sessions and ‘virtual visits’ from authors such as Simon Bartram.

Wyberton, Boston, Lincolnshire, PE21 7BZ · Part of Infinity Academies Trust

2

The teaching of phonics is not consistent. Some pupils in the early stages of reading do not receive the specific support with phonics they need. Sometimes, the books pupils read do not match the sounds they know. Leaders plan to introduce a new approach to teaching phonics in the coming term.

Gamble Hill Drive, Leeds, West Yorkshire, LS13 4JJ

2

improving children’s communication and language skills is prioritised. Children’s spoken language and vocabulary are extended at every opportunity. The learning environment is enticing indoors and outside. The school extends children’s interests to help children learn when they are playing. Children are happy and thriving. The school purchased new reading books to go with the new curriculum for early reading and phonics. Full training was provided for all staff. This high-quality training ensures that phonics is taught consistently well. The school assesses pupils’ phonics knowledge frequently. After each assessment, the work is matched to what pupils know and need next to ensure that they sustain a good rate of progress. This is one of the reasons that struggling readers are catching up quickly. Many pupils are reading as well as they should for their age, with standards rising. The school decided to improve the curriculum in all core curriculum subjects next.

Acklam, Middlesbrough, Teesside, TS5 8SQ

2

The teaching of phonics is not consistent. Some staff, who support pupils who find learning to read more difficult, have not been trained to deliver the school’s phonics programme. The books that pupils read are not well matched to the sounds that they know. Some pupils struggle to hold a pencil correctly and form letters well because they are not taught to sit up properly.

Heathfield Avenue. Dover Kent, Dover, Kent, CT16 2PB · Part of Samphire Star Education Trust

Quality of teaching, learning and assessment Outstanding

gusto and confidence because activities are suitably matched to their abilities.  Pupils quickly learn to read because phonics is taught consistently and effectively. Pupils use their phonics skills successfully to decode unfamiliar words such as ‘obsolete’. Teachers read to pupils often and, as a result, pupils can enthusiastically talk about a broad range of books and explain why they liked them. Teachers ensure that pupils read books that are suitable for their reading ability as well as providing books that stimulate pupils’ imagination and capture their interests. Consequently, pupils develop a strong love of reading.  Additional adults and specialist teachers work closely with leaders and class teachers to provide valuable support to pupils with SEND. As a result, teachers and support staff are particularly effective in meeting the needs of pupils with SEND. Precisely targeted interventions for specific needs mean that pupils with SEND are supported very well, so

Salisbury Road, Andover, Hampshire, SP10 3PF

4

 The phonics programme is not as well developed as it could be, resulting in some phonics teaching not being delivered consistently and effectively. This means that some pupils are not learning phonics as well as they could. Leaders must continue to develop precision and consistency by further developing the school’s phonics programme and ensuring all staff develop the phonics expertise that they need.

Bushey Hall Drive, Bushey, Hertfordshire, WD23 2QG

Quality of teaching, learning and assessment Good

 Phonics is taught consistently well and effectively. Pupils apply their phonics knowledge accurately in their reading. They make strong progress and most pupils quickly become confident and competent readers.  Staff give pupils frequent opportunities to develop their reading skills and they are encouraged to read for enjoyment. Teachers foster a love of reading through carefully selected texts and traditional tales.  Teachers ensure that pupils are supported well with writing. Pupils have opportunities to write for a range of purposes and this supports their mastery of written language well. For example, in the Year 3 and Year 4 class, following work on ‘The Twits’ by Roald Dahl, pupils were enthusiastically writing letters to the RSPCA animal welfare charity to complain about how Mr and Mrs Twit were mistreating the monkeys in the story.  Mathematics is taught well across the school. Well-planned activities build effectively on

Withington, Hereford, Herefordshire, HR1 3QE · Part of Aylestone, Broadlands and Withington Federation

(Information for the school and appropriate authority)

 The phonics curriculum is not implemented consistently well. Pupils do not learn pure sounds and do not learn to use decoding techniques consistently. In addition, some pupils move on to learn new sounds before they have mastered the sounds they have already been taught. This prevents some pupils from learning to read fluently as quickly as they might. Leaders should make sure that all staff have the expertise to deliver the phonics curriculum consistently and effectively.  Leaders have not made sure that all teachers have a thorough understanding of the how the curriculum builds over time in the foundation subjects. This means that teachers are not able to design the sequences of learning that allow pupils to build on their prior knowledge. Leaders should make sure that all teachers understand how the important knowledge is sequenced in the curriculum so that pupils can build on this learning over time.