Phonics intent at Peover Superior

Phonics intent:

The aims of the Phonics curriculum at Peover Superior are to create inquisitive and enthusiastic learners who have the ability to read, identify and use a range of phonemes to support their early reading and writing. We want children to be confident when reading and spelling through a structured systematic phonics programme. Phonic sessions across KS1 are delivered using the process: review, teach, practice and apply. These sessions are planned to align with the Primary National Strategy of Letters and Sounds. It is the aim of the curriculum that the children complete Phases 2, 3 and 4 in EYFS and Phase 5 in Year 1 before moving onto learning strategies for spelling and following the whole school Word Study approach. We want children to use the skills of decoding and blending to support them reading both real and alien(made-up) words and use these strategies independently and confidently. The aim is to improve fluency and accuracy with pupils decoding to the point that it becomes automatic and doesn’t require conscious effort.


Phonics Design:

Our curriculum is designed to:

  • Create confident and competent readers with knowledge of strategies to support decoding and blending.
  • Encourage children to use key vocabulary such as phoneme, grapheme and diagraph when learning, sorting and reading new words.
  • To use a range of techniques such as Jolly Phonics actions, Robot Arms and Sound Buttons independently to support their early reading.
  • Develop a large bank of sight words which they recognise without decoding or blending to aid the fluency of their reading.
  • To be experienced in the process of dialogic talk around reading and to be able to discuss patterns, connections and commonalities in words with their peers and other adults in the room.


Phonics Screening Test

At the end of Year 1 all children's phonic knowledge is tested using the Phonics Screen. All Year 1 children in England take this test. Attainment in the Phonic Screen at Peover Superior has been consistently above national average.

In 2017 and 2018 Peover Superior was the highest attaining school for achieving the Year 1 phonics test in Cheshire East.

Year 1 Phonics attainment

Year School National
2017 100% 81%
2018 100% 83%
2019 92% 82%

In phonics lessons children are taught three main things:


They are taught GPCs. This stands for grapheme phoneme correspondences. This simply means that they are taught all the phonemes in the English language and ways of writing them down. These sounds are taught in a particular order. The first sounds to be taught are s, a, t, p.


Children are taught to be able to blend. This is when children say the sounds that make up a word and are able to merge the sounds together until they can hear what the word is. This skill is vital in learning to read.


Children are also taught to segment. This is the opposite of blending. Children are able to say a word and then break it up into the phonemes that make it up. This skill is vital in being able to spell words.

Letters and Sounds Scheme 


Phonic Knowledge and Skills

Phase One

Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.

Phase Two

Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.

Phase Three

The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.

Phase Four

No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.

Phase Five

Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.

Phase Six

Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.