Buxton Primary Phonic Policy

This guide outlines some of the important ways Phonics is taught at Buxton School. It is important that Phonics skills are taught across the curriculum and not just during the specified Literacy sessions on the timetable.

AIMS – At Buxton Primary School

  • To establish consistent practice, progression and continuity in the teaching and learning of spelling and phonics throughout the school.
  • To differentiate spelling and phonic work according to the needs of pupils, so that all pupils are given sufficient challenge at a level at which they can experience success.
  • To give children word work strategies that will enable them to become fluent readers and confident writers.

These aims will be delivered by:

  • Phonic session taught daily
  • Careful differentiation for all ability groups, addressing the needs of children with special educational needs, including gifted children, based on ongoing formative assessment.
  • We will acknowledge the revised guidance on Phonics regarding key features of effective systematic synthetic phonic teaching programme. Pupils are made ready for mastering the basics of decoding skills of reading by age 6 and have high expectations for the teaching of reading.

We differentiate the phonics for different groups. All children will be screened, Reception, KS1/KS2. KS2 will have their programme agreed with class teacher, SENCO and Literacy Leader.

  • All classes to be taught to sound and blend letters for reading and to segment for spelling.
  • Teachers use multi-sensory resource, homework or otherwise, to engage the children (magnetic letters flash cards etc)
  • Phonics is delivered and consolidated intensely every day.
  • Children are encouraged to be active participants, blending and segmenting words for themselves.
  • All teachers and TAs are trained in a resource based synthetic phonic school approach (letters and sounds) and (Jolly phonics)
  • All parents/carers invited to be partners in what we want to achieve.
  • Transfer of learning is important and we encourage children to practice and apply decoding skills in other areas of the curriculum.
  • We use regular formal and formative assessment and observations to note the progress of any children who may be needing some extra support or extension.
  • The school trains staff to make appropriate use of resources to encourage planning structure and promote a fast pace of learning.
  • Phonics is one of a number of strategies for reading that helps to link reading, writing and speaking at Buxton School and assist with general language acquisition as the absence of this is perceived to be a barrier to general learning and imagination.


Phonics is but one of many reading strategies used at Buxton School

i.e. – sounding out a phoneme

The other main strategies used are:

Visual whole word recognition and analogy with known words

Contextual use of picture and background knowledge

Grammatical word which make sense

All of these skills contribute to all reading activity and all depend on pupils being encouraged to listen attentively and speak clearly.

Literacy work for children at this school during the week include guided reading, story session daily, phonics, writing, focusing on high frequency words, tricky words. The school bases its teaching of reading on:

  • Systematic phonics to help children who are learning to read.
  • Provide provision of context and experience to building vocabulary and develop comprehension.
  • Knowledge of high frequency words/tricky words
  • Knowledge of grammar and spelling taught ability and confidence to have a go at decoding words encouraged.
  • Phonics is taught on daily basis for approximately 15-20 minutes.
  • Letters and sounds are taught to develop phonological skills.
  • When all sounds have been introduced the children will be addressed (end of phase).
  • Only children demonstrating secure knowledge of all initial sounds will progress to the next phase as outlined in the Letters and Sounds programmed (LCP) and Jolly phonics.
  • Individual records are kept and updated on a regular basis.
  • In order to consolidate the phonological skills and phonic and spellings can be sent home.
  • The checklist shows progression of skills to be taught.
  • Year 1 will have a phonic test.

Children not reading to level 1a and 2a by the age of six will have more intervention at Buxton School to overcome the barriers to learning.

All teachers will ensure that, without exception, all children will read and write clearly and even in reception they will be refining the physical movements necessary to create letters and sequences.

Remember, handwriting comprises a sort of kinaesthetic rather than visual or listening skills and so phonics and handwriting, although related, should be overtly taught daily if possible. Teach capital letters, spaces, complete words and full stops and model speaking in sentences.
Phonic Objectives

Teach 42 letter sounds and main alternative vowels sounds

Use phonics to decode and read regular words

Blend letter sounds together to read new words

Read first 72 tricky words using phonics to identify tricky part.

Read words containing taught grapheme phoneme correspondence (GPCs)

Read words containing common endings (-s, -es, -ing, -ed,-er and est)


Read and understand age and ability – appropriate books

Develop pleasure in reading, motivation to read, vocabulary and understanding

Link what they say read to their own experiences

Develop understanding by drawing on own experience, vocabulary and knowledge provided by the teacher.


Form lower-case letters correctly, using correct pencil grip.

Spell words using first 42 letters sounds and main alternatives vowels sounds.

Spell first 72 tricky words, including spelling patterns for tricky word families.

Write simple sentences dictated by teacher.

Form capital letters.

Start using some of the strokes needed to join letters.

Understand which letters, when next to each other, are best left unjoined.


Compose a sentence, leaving gaps between words

Punctuate sentences using a capital letter and a full stop, question mark or exclamation mark

Sequence sentences to form a short narrative.

Re-read what they have written to check that writing makes sense.

Discuss their own writing and orally compose sentence

Join sentences or clauses using ‘and’

Vocabulary, Grammar and Punctuation

Separation of words with spaces

How words can combine to make sentences

Introduction to capital letters and full stops.

Overview SOW PHONICS Reception

Overview SOW PHONICS Year 1

Overview SOW PHONICS Year 2