• West Park Primary

    Phonics Policy


    We aim to provide children with an integrated programme of learning letters and sounds through speaking and listening, reading and writing.

    The teaching of Phonics is based upon curriculum guidance in Letters and Sounds and the Foundation Stage curriculum, providing children with:

    A daily phonics session, based on a model of review, introduction of new learning, practice and applying;

    Focused directed teaching involving oral and written practice of letters and sounds;

    A variety of teaching methods, including demonstration, modelling, games, singing and other practical activities.


    1. To ensure a consistent and systematic approach to the teaching and learning of phonics.
    2. To provide opportunities for pupils to have daily oral and written practice to increase phonic knowledge and handwriting skills.
    3. To encourage pupils to implement their phonic knowledge in reading, writing and spelling activities.

    Broad Guidelines

    1. Planning should be based on curriculum guidance for the Foundation Stage, and the Letters and Sounds document, and should use the kinaesthetic programme of Phonic Bug as a foundation. Other resources available to support this programme include Jolly Phonics and Education City.
    1. All children will work in groups according to the phase of phonics they are currently working on. This will allow all pupils to progress as individuals and build on previous learning.
    1. Assessment should be a continuous process and up-to date records kept using, Foundation Stage Profiles, key word lists, phonic records, guided reading records as appropriate. Children’s progress throughout Foundation Stage and Key Stage One will be tracked termly. Children will complete the Phonic Screening Check at the end of Year One.
    1. Weekly teaching of phonics should include planned learning objectives so that new learning takes place daily through a range of activities. Daily lessons should be planned in the sequence outlined in the appendix, and should allow opportunities for both oral and written practice. Intervention groups will be set up in KS1 and KS2 where needed.
    1. All children should be encouraged to apply their phonic knowledge across the curriculum wherever appropriate.
    1. To enhance pupils’ enjoyment and understanding teaching should reflect a variety of learning styles including the use of ICT, games, drama, speaking and listening and writing.
    1. Principles of good teaching and learning in phonics will be shared with parents through workshops and literature. Home support and practice is acknowledged as being extremely valuable and is highly encouraged.
    1. Pupils should be taught the conventional ways of forming letter shapes, lower case and capitals through purposeful guided practice. Modelling letter formation should be used to encourage a comfortable and legible handwriting style.
    1. To develop an approach to spelling as outlined in letters and sounds, which should include learning phonic patterns and key words


    This policy is a guideline to the teaching and learning of phonics. The acquisition of phonic knowledge is key to many literacy activities, including spelling and reading and needs regular systematic practice to achieve the best progress. Daily practice is key, but learning should be applied across the curriculum.

    Jayne Shepherd – Literacy Coordinator

    Nicola Pearce – Assistant Head


    Governors are free to determine the renewal of this policy at any time, in line with changes in school systems or statutory guidance.




    recently and previously learned grapheme-phoneme correspondences, and blending and segmenting skills as appropriate



    new grapheme-phoneme correspondences; skills of blending and segmenting




    new grapheme-phoneme correspondences; skills of blending and segmenting




    new knowledge and skills while reading/writing