Being able to read is the most important skill
children will learn during their early schooling
and has far- reaching implications for lifelong
confidence and well- being.
(‘Letters and Sounds’ Principles and Practice of
High Quality Phonics)

It iz tiem too gow hoam
sed v kator pilla. But iy
doat wont 2 gow howm
sed th butt or flie. Iy wot to
staiy heyr.
• The independent review of early reading,
conducted by Jim Rose, confirmed that ‘high
quality phonic work’ should be the prime means
for teaching beginner readers to learn to read
(and spell).
 The review also highlighted the importance of
developing, from the earliest stages, children’s
speaking and listening skills – ensuring that
beginner readers are ready to get off to a good
start in phonic work.

• Phonics is the link between letters and the
sounds they make.
 Using a highly structured programme working
through 6 progressive phases, children are
taught:
 The full range of common letter/ sound
correspondences.
 To hear separate sounds within words.
 To blend sounds together.


Although there are 26 letters in the English
alphabet, there are more than 40 speech
sounds.
• Phoneme – The smallest unit of sound in a
word.
 Grapheme – What we write to represent a
sound/ phoneme – for some phonemes, this
could be more than one letter.
e.g. t ai igh

Hearing a series of spoken sounds and merging
(blending) them together to make a spoken
word – no text is used.
 For example, when children hear /b/u/s, they will
say bus.
 The skill is usually taught before blending using
printed words.


Recognising the letter sounds in a written word,
for example c- u- p, and blending them in the
order which they are written, to read the word
‘cup’
Two letters which make one sound.
 A consonant digraph contains two consonants
next to each other, but they make a single
sound.
e.g. sh, ck, th, ll
 A vowel digraph contains at least one vowel but
the two letters still make a single sound
e.g. ai ee ar oy

ll
hill
ss
mess
zz
fizz
sh
ship
ch
chat
th
thin
ck
chick
ng
sing
qu
quick

(Vowel digraphs need to contain at least one
vowel and make one sound.)
ai
ee
igh
oa
oo
rain
meet
might
coat
zoo
ar
car
or
for
ur
burn
ow
cow
blow
oi
coin

Three letters, which make one sound.

Some words are more difficult to sound out and
blend – children need to have understanding of
the phoneme/ grapheme correspondences.
Purpose:
 To assess grapheme recognition
 To assess blending

Phase one comprises of seven aspects:
 Aspect One: Environmental Sounds
 Aspect Two: Instrumental Sounds
 Aspect Three: Body Percussion
 Aspect Four: Rhythm and Rhyme
 Aspect Five: Alliteration
 Aspect Six: Voice Sounds
 Aspect Seven: Oral Blending and segmenting

Up to 6 weeks
 By the end of phase two children should be able to
read some vc and cvc words. Children will also learn
to read the words ‘the, to, go, I and no.’ Five sets of
letters are introduced – one set per week.
 Children are taught reading and spelling
throughout the week. Each session follows the
same format. The activities used to teach vary and
can be adapted. They are multisensory and appeal
to different learning styles.

Children are taught another 25 graphemes.
 Children continue to blend and segment CVC
words for reading and spelling.
 Children will then use this knowledge to blend
and segment two syllable words.

By Phase 4 children are able to represent each
of 42 phonemes by a grapheme.
 Children will be able to blend and segment CVC
words for reading and spelling.
 Phase 4 is consolidation of children’s
knowledge.
 Children are encouraged to practice blending for
reading and segmenting for spelling of adjacent
consonants.

Children will broaden their knowledge of
graphemes and phonemes.
 They will learn alternative pronunciations of
graphemes including split digraphs.

In June all Year One children will be expected to
undertake a phonics check.
 The aim is to check that a child is making
progress in phonics.
 If a child has not reached the expected standard
we will ensure that additional support is given to
help your child progress in year 2.

Children working at phase six can read hundreds
of words automatically.
 Children can decode words quickly and silently.
Children’s spelling will be phonemically
accurate.
 During this phase children become fluent
readers and increasingly accurate spellers.



Primary Mathematics is one big interconnected subject. When
we come to teach mathematics to children we break it down
into very small manageable steps, teach each step in isolation,
and then put it back together again. We are connecting each
step to related surrounding steps as we go and showing the
children how to use and apply existing skills and knowledge in
new situations as well as developing the reasoning to justify
this.
Big Maths begins with a model of numeracy development that
provides an innovative and highly effective way of looking at
the Primary Mathematics curriculum. It cashes in on the nature
of maths, using CLIC as a chronological framework for securing
basic skills and on the logical steps of progression that sit
naturally in mathematical progression, which we call Progress
Drives.

25 minutes every day made up of:
Counting
 Learn its
 It’s nothing new
 Calculation


Improvements