Fittleworth C. E. Village School

Fittleworth C. E. Village School


Beech class phonics

The Early Years Foundation Stage (EYFS) Curriculum (2014) has 3 prime and 4 specific areas of learning:

Prime Areas

  • Personal Social and Emotional Development
  • Communication and Language
  • Physical Development


Specific areas

  • Literacy
  • Maths
  • Understanding the World
  • Expressive arts and design 

The curriculum is delivered through topics that change each half term.  The children will take part in whole class, group and one to one adult led and child initiated learning activities. For the remainder of the time they have ‘free flow’. Play underpins all development and learning for young children. Most children play spontaneously, although some may need adult support, and it is through play that they develop intellectually, creatively, physically, socially and emotionally.  ‘Free flow’ provides opportunities for children to be active, independent learners and enhances all areas of learning. Observing children during their play provides the foundations for assessment in the Early Years.


Reading and Writing in the EYFS/Key Stage 1

The children are taught to read and write through 5 steps:

1. Learning letter sounds

2. Learning the letter formation

3. Blending for reading

4. Segmenting (identifying sounds in words) for spelling

5.Reading and spelling the ‘tricky words’

Letter sounds

We follow the ‘Jolly Phonics’ scheme. This involves teaching sounds of letters with actions and songs. We then move on to learning how each letter is formed correctly. Letter formation practise is learnt in ‘letter families’ –

c, o, a, d, g

 r, n, m, i, u, y

 l, t, h, k, b, p

 f, j, v, w, e, s

 x, z, q 

Blending for reading

Blending involves identifying the individual sounds in words and running them together to make the word. At school ‘Winston Wolf’ talks in ‘sound talk’ by sounding out to the children, for example, c-a-t.

When ‘sounding out’ words with digraphs (2 letters making one sound) children must remember to sound out the digraph, not the individual letters, for example, f-ee-t, sh-ee-p, s-w-i-ng, l-u-n-ch. 

‘Tricky words’

The children know that some words can be ‘sounded out’ but others cannot. These are referred to as the ‘tricky words’ and they just have to be learnt through regular practise.

Segmenting for spelling

Segmenting involves being able to hear the individual sounds in words. This helps children with spelling words. This takes time and needs a lot of practise. Playing games such as I Spy and asking children what sounds they can hear in words helps with this.

The most frequently read words in the early reading stages are referred to as High Frequency words. The quicker the children learn to recognise these words, the easier reading will become.