Early Reading and Phonics

The ability to read is within the reach of every child.  The most direct route to reading for the vast majority of children is through systematically taught, 'synthetic phonics'.  At St. Hugh's we follow a 'phonics first' approach to reading, where children learn to decode (read) and encode (spell) printed words quickly and fluently by blending and segmenting letter sounds. Our teaching and learning follows the progression of 'Little Wandle Letters and Sounds Revised'.


To see our programme of progression and which sounds are taught when click here for Reception and Year 1. 


These show the progression of GPCs (grapheme–phoneme correspondence, the sound–letter relationship between each element of the alphabetic code) and tricky words that we teach term-by-term. The progression has been organised so that children are taught from the simple to more complex GPCs, as well as taking into account the frequency of their occurrence in the most commonly encountered words. All the graphemes taught are practised in words, sentences, and later on, in fully decodable books. Children review and revise GPCs and words, daily, weekly and across terms and years, in order to move this knowledge into their long term memory. Children need to learn to read as quickly as reasonably possible, so they can move from learning to read, to reading to learn, giving them access to the treasure house of reading. Our expectations of progression are aspirational yet achievable with good pace, practice and participation by all children. Children who are not keeping-up with their peers will be given additional practice through keep-up sessions.


Phonics Workshops

Thank you for coming to our phonics workshops. If you were unable to attend you can download the presentations below:

Nursery- Reading and Phonics

Little Wandle Phonics Information Parent Workshop

Phonics Screening Check

Click below for guides on how to pronounce the sounds and how to write the letters.

You may also wish to visit this link to and watch some short videos. Notice how the children don’t add an ‘uh’ sound at the end, so they say: ‘t’ not ‘tuh’. 

Support-for-tricky-words_Phase-2 1.pdf .pdf
Support-for-tricky-words_Phase-3 1.pdf .pdf
Support-for-tricky-words_Phase-4.pdf .pdf
Support-for-Phase-5-Tricky-words_2 1.pdf .pdf
How-to-say-the-Phase-5-sounds-September-2022 1.pdf .pdf
Pronunciation_guide_Autumn-1_June-2023 1.pdf .pdf
Pronunciation_guide_Autumn-2_June-2023.pdf .pdf
spring-1-sounds-phase-3-.pdf .pdf
capital-letter-formation.pdf .pdf