Phonics 
At St Margaret’s at Troy Town, we use the Read Write Inc. (RWI) systematic phonics programme to teach children to read, spell and write with confidence. Phonics is the foundation of early reading, enabling children to decode print accurately and fluently, so they can focus on understanding and enjoying texts.
Intent
We aim for every child to become a fluent reader and confident writer through high‑quality phonics teaching. Phonics helps children build the knowledge of sounds and letters they need to decode words, which supports their ability to comprehend and enjoy reading. A secure understanding of phonics also enables children to spell with accuracy and write with clarity and purpose. Your child will be encouraged to apply the language and vocabulary they learn in phonics across all subjects.
By the end of Key Stage 1, children will have developed phonics knowledge and reading fluency that enables them to read age‑appropriate books confidently and access the wider curriculum.
Using RWI, we aim to teach children to decode texts effortlessly so that they can put all their energy into comprehending what they read. With this, we hope that every child will grow to find pleasure and enjoyment through reading. A sound understanding of phonics also supports children to spell effortlessly so that they can write fluently, accurately, and with confidence, focusing on the composition of their writing.
Through Read, Write Inc lessons, children will:
• learn 70+ sounds and the corresponding letter/letter groups using simple picture prompts
• learn to read words using ‘Fred Talk’ (sounding words out) to start, then as they progress without ‘Fred Talk’
• read stories featuring words they have learned to sound out
• show that they comprehend the stories by answering questions
• learn to write the letters/letter groups, which represent 70+ sounds
• learn to spell words by saying the sounds in ‘Fred Talk’
Implementation
Phonics is taught daily across the Infant Phase (Reception – Year 2). Lessons are structured and sequential, allowing children to build their knowledge of letter–sound correspondences and blending skills step by step.
We use the five key principles of effective phonics teaching:
-
Pace – keeping lessons purposeful and focused
-
Positive climate – encouraging confidence and risk‑taking in reading and writing
-
Purpose – each activity builds essential knowledge
-
Participation – partner talk and active engagement
-
Passion – high‑quality delivery that makes learning enjoyable
Children continue to access Read, Write Inc lessons until assessment shows that they are confidently using 70+ sounds to decode and read both real and ‘nonsense’ words of multiple syllables. Set 1 Speed Sounds are first introduced to Reception children when they start school in September.
Children are regularly assessed and grouped according to their phonics progress so that instruction is targeted and effective. Group sizes are kept small where needed to support children who need extra help or challenge. Ongoing assessment ensures that all pupils make strong progress and do not fall behind.
Impact
Our phonics provision ensures pupils make strong progress from Reception through Key Stage 1. Children develop:
✔ Accurate decoding skills
✔ Automatic word recognition
✔ Fluency in reading
✔ Confidence in writing
✔ Strong foundations for reading comprehension
Children’s attainment in phonics is measured through ongoing formative assessments and the Year 1 Phonics Screening Check, which confirms whether pupils have learnt phonic decoding to an age‑appropriate standard. Children who do not meet the expected standard receive targeted support and have the opportunity to re‑take the check.
Expectation of Progress
expectations of progress jan 25.pdf
Speed Sounds set 1,2&3
Parent/Carer Support
What is Read Write Inc? https://www.youtube.com/watch?v=sjlPILhk7bQ
How to pronounce the sounds...https://www.youtube.com/watch?v=TkXcabDUg7Q
What is sound blending? https://www.youtube.com/watch?v=MNyFikwNQTg
Why read to your child? https://www.youtube.com/watch?v=kjHqJQ8sxs4
Things to think about when reading to your child..https://www.youtube.com/watch?v=iHMl70ZmxIQ
Phonics Screening Check
In the Summer Term all Year 1 children will take the Phonics Screening Check. The purpose of the phonics screening check will be to confirm that all children have learned phonic decoding to an age-appropriate standard. Children who have not reached this level should receive extra support from their school to ensure they can improve their decoding skills, and will then have the opportunity to retake the phonics screening check.
For more details on the Phonics Screening Check, click the link below.
https://home.oxfordowl.co.uk/year-1-phonics-screening-check/
Phonics Policy
Subject in Action
Adaptive Teaching Toolkit
adaptive teaching strategies phonics.pdf
Adaptive Teaching in Practice
- Assessment driven grouping
- Flexible/adjustable groupings
- 1:1 interventions
- Multi sensory approach
Pupil Voice
"I like seeing Fred frog". Year R pupil
"I like the rhymes in Phonics". Year R pupil
"I like alien words". Year 1 pupil
"I like working on my spelling". Year 1 pupil
"Learning how to read is important so that we can do jobs when we are older". Year 2 pupil
"I love reading books about animals". Year R pupil
Enrichment Opportunities
To foster a love of reading across the Infant phase, we create regular opportunities for children to engage with books in enjoyable and meaningful ways. One highlight is our Mystery Reader initiative, where parents, staff, or community members surprise classes by reading a story aloud—sparking excitement and curiosity about books. We also run a Library Lunch Club, offering a calm, inviting space for children to explore books during the lunch break. Events like World Book Day are celebrated with enthusiasm, including themed activities and dress-up days that bring stories to life. Our Paired Class Reading sessions allow older and younger children to share books together, promoting reading fluency and fostering cross-age friendships. Additionally, a book trolley is available at playtimes, giving pupils the chance to enjoy books in a relaxed, unstructured setting—making reading a fun and regular part of their daily school experience.