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All Souls C of E Primary School


Phonics and Reading



Phonics (reading and spelling)


At All Souls, we believe that all our children can become fluent readers and writers.  This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme.

We start teaching phonics in Nursery/Reception and follow Little Wandle Letters and Sounds Revised, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.

As a result, all our children are able to tackle any unfamiliar words as they read.

At All Souls, we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum.

We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.



Foundations for phonics in Nursery


We provide a balance of child-led and adult-led experiences for all children that meet the curriculum expectations for ‘Communication and language’ and ‘Literacy’. These include:


  • sharing high-quality stories and poems.
  • learning a range of nursery rhymes and action rhymes.
  • activities that develop focused listening and attention, including oral blending.
  • attention to high-quality language.


We ensure Nursery children are well prepared to begin learning grapheme-phoneme correspondences (GPCs) and blending in Reception.


Daily phonics lessons in Reception and Year 1


We teach phonics for 30 minutes a day.  In Reception, we build from 10-minute lessons, with additional daily oral blending games, to the full-length lesson as quickly as possible. Each Friday, we review the week’s teaching to help children become fluent readers.

We follow the Little Wandle Letters and Sounds Revised expectations of progress:


  • Children in Reception are taught to read and spell words using Phase 2 and 3 GPCs, and words with adjacent consonants (Phase 4) with fluency and accuracy.
  • Children in Year 1 review Phase 3 and 4 and are taught to read and spell words using Phase 5 GPCs with fluency and accuracy.


Daily Keep-up lessons ensure every child learns to read


  • Any child who needs additional practice has daily Keep-up support, taught by a fully trained adult.  Keep-up lessons match the structure of class teaching, and use the same procedures, resources and mantras, but in smaller steps with more repetition, so that every child secures their learning.
  • We timetable daily phonics lessons for any child in Year 2 who is not fully fluent at reading or has not passed the Phonics Screening Check.


Teaching reading: Reading practice sessions three times a week


  • We teach children to read through reading practice sessions three times a week.  These:
    • are taught by a fully trained adult to small groups of approximately six children.
    • use books matched to the children’s secure phonic knowledge using the Little Wandle Letters and Sounds Revised assessments and book matching grids.
    • are monitored by the class teacher, who rotates and works with each group on a regular basis.
  • Each reading practice session has a clear focus, so that the demands of the session do not overload the children’s working memory.  The reading practice sessions have been designed to focus on three key reading skills:
    • decoding.
    • prosody: teaching children to read with understanding and expression.
    • comprehension: teaching children to understand the text.
  • These sessions start early in Reception.  Children who are not yet decoding have daily additional blending practice in small groups, so that they quickly learn to blend and can begin to read books.
  • In Year 2 and 3, we continue to teach reading in this way for any children who still need to practise reading with decodable books.


Home reading

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  • The decodable reading practice book is taken home to ensure success is shared with the family.
  • Reading for pleasure books also go home for parents to share and read to children.
  • We use the Little Wandle Letters and Sounds Revised parents’ resources to engage our families and share information about phonics, the benefits of sharing books, how children learn to blend and other aspects of our provision, both online and through workshops.
  • Parents of children in EYFS, KS1 and Year 3 are invited into school once a week to read with their child.


Ensuring consistency and pace of progress


  • Every teacher in our school has been trained to teach reading, so we have the same expectations of progress.  We all use the same language, routines and resources to teach children to read so that we lower children’s cognitive load.
  • Weekly content grids map each element of new learning to each day, week and term for the duration of the programme.
  • Lesson templates, Prompt cards and How to videos ensure teachers all have a consistent approach and structure for each lesson.
  • The Reading Leader and SLT use the Audit and Prompt cards to regularly monitor and observe teaching; they use the summative data to identify children who need additional support and gaps in learning.


Ensuring reading for pleasure


‘Reading for pleasure is the single most important indicator of a child’s success.’ (OECD 2002)

‘The will influences the skill and vice versa.’ (OECD 2010)

We value reading for pleasure highly and work hard as a school to grow our Reading for Pleasure pedagogy.  In 2020-21, we took part in an OU / UKLA Reading for Pleasure group, which has since inspired much of our work in school.


  • We read to children every day.  We choose these books carefully as we want children to experience a wide range of books, including books that reflect the children at All Souls and our local community, as well as books that open windows into other worlds and cultures.
  • Every classroom has an inviting book corner that encourages a love for reading.  We curate these books and talk about them to entice children to read a wide range of books.
  • In Nursery/Reception, children have access to the reading corner every day in their free flow time.
  • Children in Nursery/Reception have a home reading record.  The parent/carer records comments to share with the adults in school and the adults will write in this on a regular basis to ensure communication between home and school.




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Assessment is used to monitor progress and to identify any child needing additional support as soon as they need it.

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Assessment for learning is used:

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  • daily within class to identify children needing Keep-up support..
  • weekly in the Review lesson to assess gaps, address these immediately and secure fluency of GPCs, words and spellings. 


Summative assessment is used:


  • every six weeks to assess progress, to identify gaps in learning that need to be addressed, to identify any children needing additional support and to plan the Keep-up support that they need.
  • by SLT and scrutinised through the Little Wandle Letters and Sounds Revised assessment tracker, to narrow attainment gaps between different groups of children and so that any additional support for teachers can be put into place.

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Statutory assessment


  • Children in Year 1 sit the Phonics Screening Check.  Any child not passing the check re-sits it in Year 2.


Reading in Key Stage 2


  • Once children have become fluent readers, Guided Reading is taught as a whole-class lesson where comprehension skills are explicitly taught.
  • Children are encouraged to read at home every day.  Children use reading journals to record and reflect on what they read.
  • We use The Reading Road Map ( in KS1 and KS2 to ensure that children have access to a diverse selection of newly-published, high quality texts, as well as some timeless classics.  The Road Map also encourages children to read a range of different text types and genres.  It creates plenty of opportunities for book talk between children and children to adults.