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Saleha (EAL)

In the spring term of Reception Year, Lily's writing incorporates several Phase Two and Three tricky words. Given that phonic phases are porous and Lily’s progress is rapid, her learning reflects this, as she is also demonstrating some Phase Five alternative phonemes towards the end of her Reception Year. Throughout Year 1, Lily has the opportunity to embed her Phase Five learning further in her independent writing. There is also evidence of Phase Six application.

The National Strategies Last update: 2011

Hamza (EAL)

In the spring term of Reception Year, Lily's writing incorporates several Phase Two and Three tricky words. Given that phonic phases are porous and Lily’s progress is rapid, her learning reflects this, as she is also demonstrating some Phase Five alternative phonemes towards the end of her Reception Year. Throughout Year 1, Lily has the opportunity to embed her Phase Five learning further in her independent writing. There is also evidence of Phase Six application.

The National Strategies Last update: 2011

Haya (EAL)

In the spring term of Reception Year, Lily's writing incorporates several Phase Two and Three tricky words. Given that phonic phases are porous and Lily’s progress is rapid, her learning reflects this, as she is also demonstrating some Phase Five alternative phonemes towards the end of her Reception Year. Throughout Year 1, Lily has the opportunity to embed her Phase Five learning further in her independent writing. There is also evidence of Phase Six application.

The National Strategies Last update: 2011

Saba (EAL)

In the spring term of Reception Year, Lily's writing incorporates several Phase Two and Three tricky words. Given that phonic phases are porous and Lily’s progress is rapid, her learning reflects this, as she is also demonstrating some Phase Five alternative phonemes towards the end of her Reception Year. Throughout Year 1, Lily has the opportunity to embed her Phase Five learning further in her independent writing. There is also evidence of Phase Six application.

The National Strategies Last update: 2011

Libby

Libby's writing reflects a growing confidence in her application of phonics skills and knowledge as she progresses through her school year. One of the samples shows how she makes phonemically plausible attempts at words which contain alternative grapheme–phoneme correspondences not yet taught.

The National Strategies Last update: 2011