Phonics

Curriculum Intent

Our intent is for every child to learn to read accurately, fluently and confidently as quickly as possible. Phonics is taught systematically so that pupils build secure knowledge of sounds and the letters or groups of letters that represent them, then use this knowledge to blend words, read connected text and spell. We want pupils to experience early success, develop positive reading habits and enjoy books from the beginning of school. Teaching is deliberately cumulative: new sound knowledge is linked to previously learned content and practised until it is fluent. Regular assessment identifies pupils who are at risk of falling behind so that extra practice can be provided quickly. By the end of Key Stage 1, the aim is for pupils to have secured the word-reading foundations they need to read age-appropriate texts with increasing fluency, prosody and comprehension, while older pupils who still need phonics continue to receive appropriate support.

Curriculum Implementation

Phonics and early reading are implemented through Read Write Inc, providing pupils with a systematic and carefully sequenced approach to learning sound-spelling correspondences, blending, word reading and spelling. Pupils learn to recognise and recall taught sounds and graphemes, blend accurately to decode unfamiliar words and develop increasing automaticity and fluency. Decodable books are closely matched to the phonics knowledge pupils have been taught so that they can practise successfully and develop confidence as readers.

Pupils move through a planned progression of sounds, words and texts, with new learning building on secure prior knowledge. Regular assessment is used to identify pupils’ current reading stage and ensure teaching is closely matched to need. Texts are revisited to develop accuracy, fluency, expression and comprehension. Pupils who are not keeping pace receive prompt additional practice, and systematic phonics teaching continues beyond Key Stage 1 for pupils who still require it.

Phonics is taught explicitly using consistent Read Write Inc routines and terminology. Teachers and trained adults model pure sounds, oral blending, Fred Talk, word reading and spelling before pupils practise and apply their learning in words, sentences and decodable books. Re-reading supports the transition from accurate decoding to fluent, expressive reading and secure comprehension. Adults provide immediate feedback and additional rehearsal where needed, helping pupils secure the foundations required to access the wider curriculum.

Reading, Vocabulary & Oracy

Phonics teaching develops precise spoken language as well as decoding. Adults model pronunciation carefully, teach the meaning of unfamiliar words within books and ask pupils to answer and explain comprehension questions. Repeated reading supports phrasing and expression, while discussion helps pupils connect word reading with meaning so that decoding develops into purposeful, confident reading.

Inclusion & Adaptation

Assessment is used to identify the exact point at which each pupil is learning. Pupils who require additional support receive extra practice, smaller steps, repeated modelling and closely matched decodable material. Support is designed to help pupils keep up with the programme wherever possible. Adaptations for pupils with SEND are responsive to individual barriers while maintaining a clear focus on securing the essential sound, blending and word-reading knowledge required for later learning.

Assessment

Read Write Inc assessments are completed regularly to check sound knowledge, blending, word reading and fluency and to inform grouping and additional support. Teachers also use daily responses, reading behaviour and errors to identify misconceptions immediately. Statutory phonics outcomes are considered alongside wider assessment, but the key measure is whether pupils can apply taught knowledge independently when reading words and connected text.

Enrichment & Wider Opportunities

Families are supported to understand how phonics is taught and how to pronounce sounds and practise reading at home. Pupils take home books that align with current learning and also experience rich books read aloud by adults so that enjoyment, vocabulary and comprehension grow alongside decoding. Early reading is celebrated across school to build motivation and confidence.

Curriculum Impact

Impact is seen when pupils rapidly develop accurate decoding, automatic word reading, fluency and confidence. Children should be able to apply taught sound-spelling correspondences independently, read increasingly complex decodable texts with appropriate phrasing and understand what they read. Pupils who struggle are identified early and make accelerated progress through targeted practice. Leaders evaluate the effectiveness of phonics through assessment information, lesson visits, listening to pupils read and checking the match between taught sounds and reading books. Successful phonics provision enables pupils to move into the wider reading curriculum without avoidable barriers.