Phonics is an essential part of learning in Early Years and Key Stage 1 and this provides the stable foundations that support the children throughout their school lives. Our aim is to provide children with a systematic approach to learning phonics which provides an important part of their daily diet of reading and writing. They start every day with a phonics session which is streamed to the stage they are at. The structured sessions allow the children to revisit previous learning before being introduced to a new sound. They have regular opportunities in phonics lessons to read and write new sounds and words through multi-sensory activities. 

The order in which we teach the sounds to the children follows the Letters and Sounds documentation and we use Read Write Inc resources to accompany our teaching. We aim to provide the children with a clear and consistent visual and phrase to support them beginning in Nursery and continuing throughout Key Stage 1 and beyond. 

We encourage children to make links between phonics and their other learning throughout the day. Phonics is linked to writing throughout the curriculum where children are encouraged to refer back to the resources in their classrooms and on their working walls to support them to write new words and apply their phonics learning. 

Phonics is also linked to the reading books that children access in Guided Reading and the books they take home. We want the books being taken home to be decodable and to match the sounds that the children have already learned to consolidate previous learning. For this reason, the books will be re-banded according to phonic phase. 



  • Daily discrete phonics lessons 
  • Streamed groupings to support learning
  • Read Write Inc resources throughout EYFS and KS1 for consistency 
  • Lessons follow structure: review, teach, practise and apply 
  • Planned activities provide opportunities for multi-sensory learning 
  • Working walls in classrooms support learners to use phonic learning throughout phonics, English and reading lessons 
  • Children are assessed every term to track which sounds they know and progress is monitored by class teacher and Phonics leader
  • These assessments are used to ensure that children are in a phonics group which is teaching the appropriate sounds to match their phonic knowledge or any gaps 
  • Phonics interventions are then created based on assessments to ensure gaps in knowledge are addressed 
  • Planning is monitored by Phonics Lead and discussed with teaching staff where support is needed 
  • Phonics lessons taught by Phonics Lead for new staff to observe and ongoing support for new staff with drop-in sessions regularly. 
  • Reading books are being matched to phonics phases in order to ensure that children will take home a book with only sounds they have already learned. 
  • We will be looking at a whole-school phonics scheme when the full list of validated schemes is released in 2022. 



  • We have performed above national average in most recent years in the Phonics Screening Check 
  • In June 2021, 81% of Year 1s passed our internal phonics screening check. 93% of Year 2s who were re-taking passed. 
  • In 2021, out of 13 children who received targeted phonic support in Year 1, 11 of those children went on to pass our internal phonics screening check. 
  • Writing books are showing that the children apply their phonic knowledge in their independent writing 
  • Teacher assessments taking place termly are showing clear progress for majority of children 


Position Statement



Position Statement and Action Plan