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Phonics assessment- READING



How we assess phonics at Gawber



EYFS- Making a Strong Start

In EYFS we follow the ‘Making a Strong Start’ document to ensure all our children make rapid progress in learning to read. In Autumn term week, a baseline assessment is completed identifying each child’s individual sound knowledge. Then when phonics teaching starts in week 2, individual sound gaps are tracked for each child using the Starting Strong Tracker. Then daily Fast Track tutoring (1:1 tutoring) is delivered to any children who have sound gaps so they can keep up with their peers.

At the end of Autumn term and onwards, the children are then assessed each half term using the Read Write Inc online assessment tool.


Half Termly assessments

The Early Reading Lead and EYFS teacher assess all children on the Read Write Inc programme and Fresh Start programme half termly using the Read Write Inc assessment tools. From the assessment individual records are created for each child and any needs identified such as sound gaps, speed of reading and reading longer words.

All children’s progress is tracked throughout school and the Reading Leader monitors this progress to ensure children are making the expected progress. Once all children have been assessed homogenous grouping are organised according to children’s individual ability. In addition, any needs of children are identified and support is given using Fast Track tutoring (1:1 tutoring).


Formative Assessments

The ongoing day to day assessment of reading is also an important way of monitoring progress. Throughout phonics and 1:1 reading sessions, the phonics teacher is continuously monitoring the participation of all children within their group to check their understanding and application of skills. Teachers will identify any children that need additional practise and will adapt the session to allow this e.g revisiting sounds or the additional practise of story green words. Any children that need additional practise beyond the phonics session will receive additional practise in the afternoon- through a same day intervention. During the session the phonics teacher moves around the group listening to all children to check they can apply their knowledge and skills whilst reading. The teacher will provide children with feedback and support any children that need additional guidance.


Peer Support

Within RWI, children work in pairs throughout the sessions to read the storybook. Children support each other and take turns to listen to each other read. They provide feedback and support using the strategies taught to their partner when reading. E.g If a word is read incorrectly, they will ask their partner to re-read the work using the strategy ‘Special Friends, Fred Talk, Read the word’. Other strategies they use include breaking the word in to syllables, root word and whole word as well as remembering red words have tricky letters in them.



Reading at home

Every week new RWI decodable reading books are sent home matched to each individual child’s ability. Each child has a reading record where parents record when they have read at home and give feedback how well their child has done and if they have any concerns. These reading records are monitored in school by the class teacher to check children are regularly reading at home and identifying any concerns that need addressing.