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At Risby CEVC Primary School we aim to develop the full potential of all our pupils as confident, literate readers and writers. If children are to develop as competent readers and writers, it is vitally important that they have a secure understanding of the letter sounds and spelling system of the English language. Phonic skills need to be developed in a systematic way, based on a stage approach.


The principles of the Letters and Sounds Programme

At our school we follow this programme from Foundation Stage, through KS1 and into KS2 if appropriate. The programme focuses on securing word recognition skills, essential for children to decode (read) and encode (spell) words accurately and language comprehension.


The programme is carefully structured into developmental  phases. The sessions are delivered to ensure participation and engagement resulting in high- quality phonic work on a daily basis to help practitioners and teachers ensure that by the end of Key Stage 1 children develop fluent word reading skills and good foundations in spelling.


We use 'Jolly phonics' as a resource  to teach the children their sounds. We aim to teach phonics alongside writing and encourage the children to read and write sounds they hear.

Click below to see all the 'Jolly phonics' sounds.

Click below to hear the Jolly Phonics sounds in a song:







The pace at which it is suggested the children progress through the programme should be taken as a guide rather than applied rigidly. Using reliable assessments of children’s developing knowledge and skills, practitioners and teachers will need to judge the rate at which their children are able to progress through the programme and adapt the pace accordingly. Children are grouped according to the stage they are currently working at.




All pupils are assessed at appropriate intervals (half termly)as they progress. During daily sessions of phonics there are also opportunities for practitioners to regularly assess children’s understanding.  Outside the discrete daily phonics sessions there are opportunities to observe the application of phonic skills, e.g. during guided/ shared reading.

 Regular monitoring of the assessment outcomes allows  teachers and practitioners to ensure that all children are making expected progress, including children in the most vulnerable groups. This information is also used to identify children who are not making expected progress and therefore early intervention can be put in place.


Year 1 Screening Check


Every Year 1 child in the Summer term will take a Phonics Screening Check this is phonics based check where children will be expected to read 40 simple, de-codable words including nonsense words. This is a progress check to identify those children not at expected level in their reading. The results will be reported to parents as well as on ‘RAISE Online.’ Children will be rechecked in Year 2 if they do not reach the expected level. Any child working below the level of the screen check may be dis-applied, with the acknowledgment of the parent/carer.




If children in Key Stage 2 experience difficulty in reading and/or writing because they have missed or misunderstood a crucial phase of systematic phonics teaching  additional resources can be used to support them.