Suggested CLLD Timeline of Key Actions for Reception Teachers
Autumn 1
•Review assessment information received from nursery or setting. If possible, discuss with relevant practitioner, teacher or manager
•Collate any specific information on each child’s development of phonological awareness, e.g., whether the child can hear and identify individual phonemes in spoken words; orally blend and/or segment phonemes in words; has any prior knowledge of grapheme-phoneme correspondences…. fill in ‘Phonic progress tracking sheet’
•Begin use of systematic phonics programme e.g., Phase 2 of ‘Letters and Sounds’
•Plus the use of ongoing actions (see ongoing actions section)
Autumn 2
•Update phonic progress tracking sheet
•Review progress of all children, and if children are grouped for the daily discrete sessions review the groupings and alter as necessary
•Discuss actions and support for those not making expected progress
•Plus the use of ongoing actions
Spring 1
•Repeat Autumn 1 if you have new intake
•Plus the use of ongoing actions
Spring term 2
•Repeat Autumn 2
•Update phonic progress tracking sheet
•Note what percentage of children are on track to be operating securely at Phase 3 or above at the end of YR
•Discuss actions and support for those not making expected progress
•Plus the use of ongoing actions
Summer 1
•Repeat Autumn 1 if you have new intake
•Plus the use of ongoing actions
Summer 2
•Update phonic progress tracking sheet
•Review progress of all children, and if children are grouped for the daily discrete sessions review the groupings and alter as necessary
•Note percentage of children are operating securely at Phase 3 or above at the end of YR
•Discuss actions and support for those not making expected progress
•Ensure progress noted in phonic knowledge and skills is congruent with achievements recorded in CLL sections of the Foundation Stage Profile
•Plus the use of ongoing activities
In partnership with the Y1 class teacher;
•Use phonic progress and FSP scales to update pupil tracker information with end of year outcomes
•Discuss actual progress of groups and individuals with Year 1 class teacher
•Share analysis of teacher assessments, children’s work and moderated FSP outcomes and identify key aspects of CLL that need to be addressed for specific groups
•Discuss possible use of wave 2 and wave 3 interventions for the next academic year
•Plus the use of ongoing actions
Ongoing Actions
•Ensure children from YR onwards are receiving a
discrete daily phonics session
•Ensure the school/setting provides children with ample opportunities to apply their phonic knowledge and skills in purposeful reading and writing activities in a range of contexts across the curriculum
•Use ongoing observations in the discrete daily sessions to assess and record children’s progress in relation to:
• - Grapheme-phoneme correspondences
• - Ability to blend phonemes to read words
• - Ability to segment phonemes to spell words
• - Ability to read and spell tricky high frequency words
•Use ongoing observations to note how well children apply their phonic knowledge and skills in other contexts
•Continue to provide appropriate activities and experiences that will support children’s development. E.g., activities to identify and generate rhyming words, to extend vocabulary and to develop the skills of oral blending and segmenting -Phase 1 ‘Letters and Sounds’