: Words don’t come easy… Kathryn Hall, experienced primary school teacher and leader, explores how to effectively put evidence to work in school settings
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Words don’t come easy…
Kathryn Hall, experienced primary school teacher and leader, explores how to effectively put evidence to work in school settings
Kathryn Hall, Deputy Director of Lancashire Research School, explores how to effectively put evidence to work in school settings. In this blog, she reviews the evidence on how to effectively implement a systematic phonics programme. This evidence has been pivotal in Kathryn’s role as Early Reading subject lead at St. Mary’s where she is also the EYFS lead for the school.
The reciprocal relationship between oral language, reading, and writing can cause the gaps between children with literacy difficulties, or children from disadvantaged homes, and their more advantaged peers to grow as they move through school. Taken from ‘Improving Literacy in Key Stage 1’- Guidance Report
It is the third week of school for children in Reception class and already they are learning the routine of daily phonics. The children are excited and full of anticipation to discover what the new sound of the day is. There is an unusual quietness in the classroom – ordinarily it is filled with the chatter indicating a hive of activity- but now, daily at this time, there is the tingle of excitement and a calm expectation. It is, as most children would agree, the best time of the day! Fast forward six months…
Is the level of engagement and motivation the same? Absolutely, it is!
So, what is the key to success?
It is quite simple: a systematic phonics programme which is both responsive and consistent, delivered by highly trained staff. Children are set up to succeed and indeed, more importantly, know they will! Marry this with the sharing of high quality texts, deliberately chosen for their rich vocabulary (which are way beyond the decodable) and children are given the key to a whole new world of awe and wonder which is quite literally transformational for children, whatever their background.
The EEF Reading House clearly illustrates the overriding importance of a well taught phonics programme for future success. Children must learn the foundations of reading through phonological awareness and print knowledge. They can then build on these foundations by learning to decode which ultimately leads to full word recognition and a fluency in reading which opens so many doors.
So, does a systematic phonics programme provide the key to success and narrow the attainment gap for disadvantaged learners?
Unfortunately it is not so simple and, in isolation, it will not guarantee success. There are a number of factors at play which are vital to unlocking the door. The EEF Guidance Report ‘Improving Literacy in Key Stage 1’ highlights 5 fundamental features which need to be considered when teaching such a programme. This is how we put this evidence to work at St. Mary’s:
Training
Ensure staff have the necessary pedagogical skills and content knowledge to do the task in hand. Staff need sufficient linguistic knowledge and understanding to deliver the programme effectively and consistency is key. No child should be disadvantaged because of the level of expertise of the teaching professional delivering the programme. All teachers /support staff should have the same skill and knowledge. At St. Mary’s, regular coaching sessions delivered by a highly skilled leader ensures teaching is consistent and of the highest quality. Any gaps in teaching capabilities are addressed quickly and effectively. Weekly CPD sessions ensure staff are kept up to date with the latest pedagogy and are responsive to the needs of the reading teachers.
Responsiveness
We must be highly responsive to the needs of the class. Can learning be accelerated or is extra support needed? Teaching must recognise specific capabilities and difficulties and be adapted as appropriate. Our school approach of ‘Keep up, not catch up’ is fundamental and children learn at both a rate and level suitable for them, ensuring progress is swift but tailored to the individual child.
Engagement
Quite simply, lessons need to engage pupils and be an enjoyable experience for both the children and teacher. This requires a certain amount of preparation from the adult delivering the lesson in order for the lesson to be fun and engaging. After all, such lessons provide the foundations on which future success is built.
Adaptations
Carefully consider any adaptations to the programme as they may reduce its impact. It is often easy for adults to put their own interpretation of training onto a programme, however this may well reduce impact. Children love the predictability of school life and if a programme is responsive to need, children will be changing phonics teacher quite regularly. Children should receive the same experience regardless of group or teacher. It is their entitlement.
Focus
A responsive approach to grouping pupils is likely to help focus pupil’s effort and improve teaching efficiency. Regular assessment which is responsive to need ensures lessons target the exact needs of each child and provide that next level of learning which is so vital to reading success: decoding, full word recognition and fluency!
‘Words don’t come easy’ is how I started this blog and indeed they don’t. The skill of reading is multi-faceted. Many skills have to be mastered for children to ultimately gain the reading comprehension which is so vital for future success. A systematic phonics programme alone will not provide this but they will provide the necessary foundations for children.
Questions to reflection:
- Do we have a systematic phonics programme in place?
- Are all staff well trained and up to date?
- Are we responsive and focused on the need of the children?
- Are we consistent in our approach across all groups?
