Teaching Phonics

We ensure there is a a systematic approach to the teaching of early reading and synthetic phonics which gives our children the foundations for learning and ensures that all children learn to read words and simple sentences accurately by the end of Reception.

We teach daily, high quality phonics sessions following the ‘Letters and Sounds’ phonics programme. We use a range of phonics resources to ensure we meet the different needs and learning styles of our children and in some instances, the children may be organised into phonics sets.

The children experience a wealth of activities, learn new grapheme-phoneme correspondences (GPCs) and revise and build upon those already learnt. The children also develop the skills of blending and segmenting and are taught to apply these skills when they encounter new words. This is supported by practice in reading books consistent with their developing phonic knowledge and skills.

Interventions are in place for those children who find phonics tricky. The impact of these interventions are monitored and reviewed regularly.


In Foundation Stage and KS1, we provide a variety of home-reader books for children to choose from including Bug Club independent readers. We offer a range of genres and a good variety of fiction and non-fiction. Our reading books are organised by book band colours that progressively get harder as the children work their way through the book bands. Once the children are confident and secure on Gold reading books they then complete a star test on our Accelerated Reader programme and begin to choose from our wide range of Accelerated Reader books in the school library.

The Accelerated Reader programme encourages children to read independently at their own level and pace and helps to foster a love of reading alongside a passion to succeed. The children are asked to complete a reading comprehension quiz after every book to ensure they have read and understood the book they have chosen; this helps the children to develop their reading comprehension skills. Teachers use the quiz scores to track each child’s progress and ensure they are continuing to succeed.

Interventions are in place for those children who are not progressing with their reading. The impact of these interventions are monitored and reviewed regularly.