: Leading Phonics Implementation – An Evidence-Informed Journey Phonics Implementation blog

When I joined Broadfield as an ECT, I never imagined that a few years later I would be leading on phonics and early writing across the school. But from the beginning, I had a strong belief: if we get early reading right, everything else follows.

As I grew into my role as phonics and writing lead, I began to notice patterns in our data and in children’s books. Too many pupils were struggling with early reading and spelling, particularly those from disadvantaged backgrounds. For some, this was the barrier that prevented them from accessing the wider curriculum. It became clear that phonics needed to be a whole-school priority.

Following the EEF’s Implementation Guidance Report, my first step was to ​“Explore”. I visited other schools, observed their practice and held staff voice sessions back at Broadfield. Alongside this, I conducted an audit of our current provision. This process revealed both strengths and inconsistencies. Teachers were working hard, but without a clear, shared framework, the outcomes weren’t as strong as they could be.

I reached out to our local English Hub, who became a vital partner. With their support, I explored different systematic synthetic phonics programmes (SSPs). We returned again and again to the same question: what would meet the needs of our children, particularly those most at risk of falling behind?

In the end, we chose Little Wandle Letters and Sounds Revised. The decision wasn’t made lightly — it was about what the research and our context told us would work. Several features stood out:

• Whole-class approach – ensuring disadvantaged pupils had access to the same high-quality instruction as their peers.
• CPD at scale – high-quality online training, accessible to all staff, aligned with the EEF’s Professional Development Guidance Report principles of sustained, evidence-based training.
• Rigorous assessment – half-termly checks that allowed us to monitor progress, unpick data and intervene quickly.
• Built-in keep-up programme – vital for closing gaps before they widened, with SEND adaptations included.

The EEF advises schools to ​“Treat implementation as a process, not an event; plan and execute it in stages.” We knew this wasn’t about quick fixes. It took three years to embed the programme fully, and every step had to be taken with care.

I worked closely with a literacy specialist, who taught me not just about phonics, but about leadership. I learned how to coach staff, model lessons, unpick assessment information and close gaps. Building staff confidence was key. We developed a culture of collaborative practice — peer observations, shared planning and open discussion of what was working and what needed adjusting.

The guidance reminds us that, ​“Implementation does not stop once a new approach begins; it must be sustained through continuous reflection and adaptation.” Now, three years on, the impact is clear:

• Improved outcomes – more children leave Key Stage 1 as fluent, confident readers.
• Closing disadvantage gaps – pupils from disadvantaged backgrounds are keeping pace with their peers in phonics and early reading.
• Confident staff – teachers and TAs feel secure in their subject knowledge and delivery.
• A positive culture – peer coaching and team teaching are the norm, not the exception.
• SEND inclusion – adapted keep-up programmes mean children with additional needs are making progress.
• Curriculum progression – from foundations in Nursery, to rapid catch-up in KS2, to the Little Wandle spelling scheme in Year 2.

This journey has shown me what’s possible when subject leadership is grounded in evidence and carried out with patience. As the EEF summarises, ​“One of the key lessons…is that implementation matters… it’s not just about what we do, but how we do it.” It has also reinforced that the heart of phonics leadership is not simply about programmes — it’s about people. Staff needed support, coaching and confidence. Children needed consistency, opportunity and belief. Disadvantaged pupils, in particular, needed us to hold the highest expectations and provide the strongest foundations.

The EEF’s reports gave us the framework, but it was the commitment of staff and the shared vision at Broadfield that turned ideas into impact. Today, phonics at Broadfield is more than a subject — it is a whole-school strength, opening doors for every child.