Phonics and Early Reading
'There is a rigorous phonics programme in place. Having received effective training, staff are suitably skilled. When teaching, they watch pupils closely. As needed, they spring into action. There is a suite of high-quality catch-up support in place for those pupils who fall behind.'
Ofsted
Intent
At St Alban and St Stephen Catholic Primary School, we believe that every child can become a fluent reader and writer. Reading is a fundamental life skill and the gateway to the wider curriculum. We teach early reading through Little Wandle Letters and Sounds Revised, a systematic and synthetic phonics programme. From Nursery onwards, children follow a clearly sequenced progression that builds secure knowledge of the alphabetic code. This ensures that pupils can decode unfamiliar words, read with increasing fluency and spell accurately as they move through school.
We prioritise:
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Early and consistent phonics teaching with fidelity to the Little Wandle programme
High expectations for all pupils
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Swift intervention so that no child falls behind
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Strong speaking and listening skills to support reading and writing
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Reading for pleasure as a core part of school life
By the time children leave us, they read confidently for meaning, can tackle unfamiliar vocabulary and see themselves as readers for both pleasure and purpose. A highly trained Phonics Leader drives the programme, ensuring quality, consistency and strong outcomes.
Implementation
In Nursery, children develop early language, listening and oral blending skills through stories, rhymes and rich talk, preparing them for phonics teaching.
Phonics is taught daily from Week 2 in Reception using Little Wandle Letters and Sounds Revised, building quickly to 30-minute lessons. Reception pupils learn Phases 2–4; Year 1 pupils consolidate and master Phase 5. Weekly review lessons secure fluency and address gaps. Three times each week, children read in small, adult-led Reading Practice groups using books carefully matched to their phonic knowledge, focusing on decoding, prosody and comprehension. Decodable books are sent home alongside reading-for-pleasure texts which children select weekly during their class library session. Daily story time, a text-based Literacy curriculum, library access and family engagement promote a strong reading culture.
Immediate Keep-up sessions and targeted Rapid Catch-up support ensure no child falls behind, including pupils in Year 2 and above who are not yet fluent.
All staff are trained to deliver the programme consistently. Regular assessment and monitoring by the Reading Leader and SLT ensure progress is tracked closely and support is swiftly put in place where needed.
Little Wandle Reception and Year 1 Curriculum Overview
Impact
Our approach ensures that pupils become confident, fluent readers who can decode unfamiliar words, read with understanding and apply their skills across the curriculum. By the end of Key Stage 1, the vast majority meet or exceed age-related expectations and enjoy reading for pleasure.
Assessment is used rigorously to secure progress:
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Daily and weekly assessment identifies gaps and informs immediate Keep-up support.
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Six-weekly summative assessments in Reception and Year 1 track progress and guide intervention.
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Placement assessments ensure new pupils receive targeted support quickly.
Senior leaders monitor outcomes closely to narrow attainment gaps and maintain high standards.
All pupils complete the statutory Year 1 Phonics Screening Check at the end of Year 1; those not meeting the expected standard re-sit at the end of Year 2.
Progression of Skills and Vocabulary
Parent and Carer Workshops
EYFS Phonics Workshop for Parents and Carers Autumn 2025
KS1 Phonics Workshop for Parents and Carers Autumn 2025