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Phonics and Reading

Reading, Synthetic Phonics and Reading Schemes

 “pupils who are still struggling to decode need to be taught to do this urgently through a rigorous and systematic phonics programme so that they catch up rapidly with their peers. If they cannot decode independently and fluently, they will find it increasingly difficult to understand what they read and to write down what they want to say.”

(National Curriculum 2014)

At St Cecilia’s Junior School, we believe that it is essential that any pupils entering the Juniors with poor decoding skills are taught through a rigorous and systematic phonics programme so that they catch up rapidly with their peers in terms of their decoding and spelling. We strive to ensure by the end of year 6, pupils’ reading and writing should be sufficiently fluent and effortless for them to manage the general demands of the curriculum in year 7, across all subjects and not just in English.

1. Our Aims for teaching phonics:

If children are to develop as competent readers and writers, it is vitally important that they have a secure knowledge and understanding of the letter sounds and systems of the English language.


●To close any gaps in the children’s knowledge and application of phonics.

To ensure that our children develop as competent readers and writers.

●To equip the children with a secure knowledge of the letter sounds and spelling system of the English language.

●To develop their phonic skills in a systematic way.

●To establish consistent practice, progression and continuity in the teaching and learning of phonics in Key Stage 2.


   Teaching and Learning

  • We make the teaching and learning of phonics a priority within year 3/4.
  • We provide training and support for staff.
  • We deliver high quality, systematic Phonics sessions, following the Letters and Sounds document.
  • We deliver discrete 20 minutes Phonics lessons 4 days per week.
  • We ensure lessons are active, and well paced thus ensuring the engagement of all children.
  • We provide high quality resources, including games which are used particularly effectively in Revisit and Review and Apply.
  • We support Letters and Sounds using resources from Bug Club, Phonics Play and any other additional resources the class teacher considers best support the needs of the children in years 3 & 4.
  • We use multi-sensory approaches which take account of different learning styles including visual, auditory and kinaesthetic.
  • Tricky words and spellings are sent home once they are taught in school.
  • Any child who does not achieve phase 5 by the end of year 3, is tracked and intervention is put in place.





Reading feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.’

(National Curriculum 2014)


We want our children to be enthusiastic readers who by the end of their primary education, are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.

As a school we plan and teach to meet or exceed the Statutory requirements laid out in the New National Curriculum 2014.

To be ‘secondary ready’ at the end of Key Stage 2, we provide: