I enquired as to progress in a Floppy's Phonics school where they've had fantastic results in the Year One Phonics Screening Check previously, but I discovered that they weren't training their Reception children in the 'folding up' part of the Activity Sheet routine. On my encouragement to incorporate the full routine for the Activity Sheets, not just the 'first side' of the sheets, I learnt that they are now doing the full routines, see here:
We took your advice and got all of our Reception children doing the activity sheets, including folding them up. They are now able to do this independently as a class. Parents have commented about them practising at home, counting the sounds and drawing their own writing lines of different lengths. It has made a huge difference so far along with them doing daily cumulative text dictation and copying exercises. After Easter I will send you photo's of them doing this and some more writing examples.
We are also working really hard at handwriting as we know this is an area that needs improving.
In Year 1 we are beginning to think about the Phonics Screening check and hope to have a good year, we are aiming for well over 90%.
I really, really appreciate hearing how things are going in the schools using Phonics International and/or the Floppy's Phonics Sounds and Letters programme - otherwise, how can I be fully accountable for the resource design, content and methodology of the delivery of these programmes?
I'm constantly told how quickly and amazingly the children progress from the change to PI or FP, but teachers also need to provide findings with evidence that is tangible too - using reading tests, spelling tests and comprehension tests where possible.
Please don't hesitate to send me any information regarding your findings - this is always appreciated.