Phonics help going into year 3

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Dd is leaving her old school and starting a new School in september.

I thought i would keep her ticking over, over the summer and basically just sat down to do an english work book with her and its just awful.

Just one example she couldn't read 'email'. Just guessed at anything. When she sounded out she did a and i separately and not as one sound.

Her old school used mixed methods for reading and i feel that she has some major gaps in her phonics knowledge. They also used read write.inc but i fear that something has gone very wrong somewhere..

They didn't do the phonics test.as it was a private School,-conincidentally they never told us she has any gaps.which she clearly does.
Any idea as to where to start i feel totally ovrewhelmed as to how to help her.

Thanks

Do they teach them as whole words learnt by sight or how to decode the words? Unfortunately many schools wrongly tell parents that high frequency words can't be decoded which is obviously untrue.

They seem to teach 'red' and 'green' words, where red ones can't be decoded using the phonics they've learned at that point, so a 'red' word might become 'green' once you've covered the relevant phonics.

Red words can be decoded all words can be decoded but you have to share the code.

In this word the e is the sound /ee/ can you say /ee/? Now say the sounds and listen for the word
/m/ /ee/ me.
That's right and in these words the e is the sound /ee/ too can you read them?
he, me, she, we, be ...

That's all it takes and a reminder every time they meet the words (can you remember what sound the e is in this word?) until it becomes automatic.

If you teach one word as a whole the child can read one word if you supply the knowledge to read that word they can apply it to any word containing the same sound/spelling much more effective.

It should be taught when the high frequency words he, me, she, we and be are introduced if the school are following good practice

Ok but without knowing the word email, he wouldn't know which one was correct "eh-mail" or "ee-mail" without having a wide vocabulary to draw on. That was my point really.

So he could decide but it could be wrong due to the two options.

"Ok but without knowing the word email, he wouldn't know which one was correct "eh-mail" or "ee-mail"". That's the role of the adult ...in this word the e is the sound /ee/ can you read it now? Well done email ...do you know what email is?

It builds vocabulary. We don't want children who can only read familiar words or they are really going to struggle as they move through school.

My original point was that lots of reading alongside phonics is key here.... ds is a free reader now and comes across words he doesn't know when he's not reading with an adult.
That is what I am talking about. No need to get so defensive about phonics.

So what does he do when he meets words that he doesn't know?