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At Cannon Park Primary School we want every child to be successful, fluent readers and writers, and we believe this achievable through a combination of high quality, daily phonics teaching. Good quality phonics teaching allows children to secure the skills of word recognition and decoding, helping them to read, write and spell, and enjoy a variety of books for pleasure. These phonic skills need to be taught systematically and embedded by linking it with other curriculum subjects throughout the school day.

At Cannon Park Primary School we learn phonics by making links to places and objects, to help make it memorable and fun. Some of our Reception children have made a video to help you join in with phonics at home. Please click on the Arctic Tern below, which is our symbol for Cannon Park’s Fly with Phonics.

Cannon Park Phonics Guide


We use Letters and Sounds: Principles and Practice of High Quality Phonics across EYFS and Key Stage 1. Children will progress through the six phases of Letters and Sounds, beginning with Phase 1&2 at the start of Reception, progressing to Phase 3&4 throughout the year. Year 1 will be taught the alternative letter graphemes in Phase 5 and Year 2 will complete Phase 6.

Teachers will plan phonics using the four elements of: Review, Teach, Practice and Apply, and will plan effectively for teaching assistants taking small groups of learners. Planning should be adapted to ensure the development and application of phonic skills following assessment.

Staff should operate additional target group interventions for children who need additional support.

Teaching and Learning

  • Teachers will use a variety of teaching styles to meet the needs and interests of all learners and will strive to teach memorable and inspiring lessons, making links where possible to help embed learning and make it relevant.
  • The expectation is that phonics is taught for around 20-30 mins daily.
  • Fly with Phonics resource cards and rhymes must be used to teach correct letter formation and the correct phoneme-grapheme correspondence.
  • High Frequency words are referred to as ‘Power Words’ and these are taught discretely, and referenced during phonics sessions and throughout the day.
  • Correct pencil grip is an expectation during the daily phonics.
  • Phonics support should be accessible and displayed in each classroom.


Assessments are ongoing and half termly reviews are carried out (EYFS and Y1) to find and plug any gaps in learning. During the Spring Term all Year 1 children will undertake a mock Phonics Screening check to support further teaching and learning.

At the end of Year 1 nationally, children’s phonological skills will be tested, by getting them to read real and pseudo words, and given a pass or fail mark. Children in Year 2 who did not meet the required standard  and need more work on decoding and word reading skills, will have opportunities to practice this through daily phonics sessions. Children in Year 3 or older who need further phonic intervention will do so through targeted interventions.