Research School Network: Phonics is the key to unlocking reading. Reading is the key to unlocking learning ELE, English Hub lead and Primary Head of School Beth Dawson talks phonics

As English Hub Lead for St. Michael’s English Hub, it is evident that strong foundations ensure that children have the best opportunities to succeed in education. The EEF Improving Literacy in Key Stage 1 complements the work of the English Hub.

The recommendations in this report give schools the tools to plan and deliver an effective and progressive curriculum. We are going to focus on Recommendation 3 which is to, ​‘Effectively Implement a systematic phonics programme.’ This is the main focus of the English Hub.

The first step in this journey is effectively identifying the problem you are trying to solve. Using the EEF’s ​“gathering and interpreting data” document is a great starting point. Evidence shows choosing the right solution to fit the right problem is far more effective than choosing a solution first and then thinking of a problem it might solve. Once your problem has been effectively identified the next crucial stage is choosing a phonics programme which is right for your school. Phonics programmes are so different – training, teaching methods, resources, cost, assessment, the list is endless. With so much to consider, it is essential that schools research the phonics programme they are interested in and go see it in action. This needs to include the Headteacher to ensure there is buy in at every level. This is the only way to ensure the programme is right for your school and your children!

Training is the most invaluable resource! Again, the cost and length of training varies dramatically which needs to be considered when making your decision. All staff need to attend the official training. The Senior Leadership also need to attend the training to ensure the programme is implemented and embedded in school. Phonics systems are the building blocks to reading and the training will ensure staff are able to effectively deliver the programme. Schools should invest in phonics ensuring all staff have official training, so that delivery is consistent.

The DfE approved phonics systems ensure that the programmes are responsive, engaging and focus on supporting all learners. The use of assessment for learning allows staff to check knowledge and support learners to ensure they make progress. The main focus for all phonics programmes is keep up rather than catch up. For children that need targeted intervention, the phonics programmes advise daily short sharp and focused interventions to be delivered using the same phonics programme. When planning interventions schools need to ensure these are timetabled, consistent, tracked and delivered by a trained member of staff. Again, using the EEF’s T.A.R.G.E.T document can help ensure targeted approaches are as effective as possible Reading Leader, Phonics Lead, English Lead, all within one subject. 

English includes so many components that schools have started to share these components across different leads. This team approach allows schools to lead English effectively. The leads become experts in the area they are responsible, allowing them to raise standards. The person in charge of phonics needs to be someone with extensive knowledge of the chosen phonics system: this will ensure leadership is credible. The use of rigorous ongoing monitoring and feedback needs to be planned across the year to ensure teaching is consistent and follows the phonics programme, leading to the best outcomes for children. Using the EEF explore prepare, deliver and sustain model ensures long term success with your phonics programme

Beth Dawson – Primary Literacy ELE, English Hub Lead – Durham and Head of School.

For any further support in your literacy needs from identifying the problem through to implementation and evaluation (primary or secondary), please contact us on: research@​bhcet.​org.​uk