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In EYFS and KS1 children have daily phonics lessons following the Letters and Sounds scheme of work. In KS1 we use Phonics Play for most of our phonics teaching. The planning follows Letters and Sounds and allows us to use some interactive resources to make our learning more fun.

      Phase 1      

Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting. 




      PHASE 3      

The purpose of this phase is to teach another 25 graphemes, most of them comprising two letters (e.g. oa), so the children can recognise each of about 42 phonemes (sounds) by a grapheme (written sound). Children also continue to practise blending and segmentation in this phase and will apply their knowledge of blending and segmenting to reading and spelling simple two-syllable words and captions.


      PHASE 5      

Children will learn new graphemes and alternative pronunciations for these. Children should become quicker at recognising graphemes of more than one letter in words and at blending the phonemes they represent. When spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to build word-specific knowledge of the spellings of words. The aim is to help children read all words automatically.

      PHASE 2      

During this phase children will learn at least 19 letters and blending and segmenting using letters. By the end of the phase many children should be able to read some VC and CVC words and to spell them. During the phase they will be introduced to reading two-syllable words and simple captions. They will also learn to read some high-frequency ‘tricky’ words.


      PHASE 4     

The purpose of this phase is to consolidate children’s knowledge of graphemes when reading and spelling words containing adjacent consonants and in polysyllabic words. No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.



      PHASE 6      

By the beginning of Phase Six, children should know most of the common grapheme– phoneme correspondences (GPCs). Children’s spelling should be phonemically accurate, although it may still be a little unconventional at times. Throughout phase 6, children will become fluent readers and increasingly accurate spellers.

Have a look at the links below for interactive games to play at home.