Before any program of phonics work is published it should be checked to ensure that the following criteria are met: Presentation of high quality systematic phonics program should be the chief element used to decipher the printed word. The primary aims for the average child is that by age 5 they have gained sufficient phonics skills to enable them to then, by age 10, be fluent readers. The program needs to be based on the provision of daily separate lessons designed to stimulate progress form simpler through to more complex phonics skill acquisition. That the program includes regular progress assessment. The system needs to be based on multi-sensory methodology that includes sights, sounds and movement. The program needs to teach how words can be broken down into sounds and then written down and how sounds can be blended to form words. The program should teach children to use phonics as the main tool for reading even in cases where the word is not ‘phonically regular’. That common words that do not conform to regular phonics rules be taught to children. That children at the outset are given texts to read where although most of the words can be decoded using their phonics skills, there may be some words that they still need help to read

1. Phonic work is best understood as a body of knowledge and skills about how the alphabet works, rather than one of a range of optional ‘methods’ or ’strategies’ for teaching children how to read. For example, phonic program should not encourage children to guess words from non-phonic clues such as pictures before applying phonic knowledge and skills. High quality phonic work will make sure that children learn several things. Grapheme/phoneme (letter/ sound) correspondences ( the alphabetic principle) in a clearly defined, incremental sequence; To apply the highly important skill of blending (synthesising) phonemes, in order, all through a word to read it; To apply the skills of segmenting words into their constituent phonemes to spell; Blending and segmenting are reversible processes.

2. Teachers will make principled, professional judgments about when to start on a systematic program of phonic work but it is reasonable to expect that the great majority of children will be capable of, and benefit from doing so by the age of five. It is equally important for the program to be designed so that children become fluent readers having secured word recognition skills by the end of key stage one.

3. The phonics program should at first introduce children to some vowels and consonants that will enable them to read simple words.

4. If the program is high quality, incremental and systematic it will, by design, map progression in phonic knowledge and skills. It should therefore enable teachers to: track children’s progress; assess for further learning and identify incipient difficulties, so that appropriate support can be provided.

5. Teaching elements that use other senses (sound, sight and movement) need to be fun and interesting and targeted at teaching a specific phonics skill. It is important to avoid activities that are too complex or involved or that are not directed at achieving a specific phonics learning goal. If this is not the case the result is that the child will normally lose interest and learning objectives will not be achieved.

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