Redmarley C of E Primary Academy, Redmarley, Gloucestershire. GL19 3HS

01531 650277

Redmarley Church Of England Primary School

Respect. Persevere. Achieve.

Reading at RPA

Reading at Redmarley:

At Redmarley we want to help children to develop a love of reading, whether that is listening to their teachers reading, or choosing to read a book or a magazine. Both staff and children at RPA love reading so much that as a school we have:

  • Daily time in every class to listen to our teacher read.
  • A curriculum based around a range of books.
  • A book corner or reading area in every classroom.
  • A daily reading lesson.


Our reading progression document can be accessed here. This details our progression of skills, and the reading expectations of each class.

Phonics teaching:

In EYFS and KS1 all children have a daily Phonics lesson, based upon Letters and Sounds and drawing upon other resources to help engage the learners and provide varied ways of learning, for example through song and movements. The lessons are fun and active, through using songs, movement and stories. Early, high quality phonics teaching is essential to learning to read and write.

Letters and Sounds:

Letters and sounds is a systematic method of learning Phonics, providing clear structure to the way we learn.

Phase Two (Reception) up to 6 weeks

In Phase 2, letters and their sounds are introduced one at a time. A set of letters is taught each week, in the following sequence:

Set 1: s, a, t, p
Set 2: i, n, m, d
Set 3: g, o, c, k
Set 4: ck, e, u, r
Set 5: h, b, f, ff, l, ll, ss

Phase Three (Reception) up to 12 weeks

Over the twelve weeks which Phase 3 is expected to last, twenty-five new graphemes are introduced (one at a time).

Set 6: j, v, w, x

Set 7: y, z, zz, qu

Consonant digraphs: ch, sh, th, ng

Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

Phase Four (Reception) 4 to 6 weeks

When children start Phase Four of the Letters and Sounds phonics programme, they will know a grapheme for each of the 42 phonemes. They will be able to blend phonemes to read CVC (consonant-vowel-consonant) words and segment in order to spell them.

Children will also have begun reading straightforward two-syllable words and simple captions, as well as reading and spelling some tricky words.

In Phase 4, no new graphemes are introduced. The main aim of this phase is to consolidate the children's knowledge and to help them learn to read and spell words which have adjacent consonants, such as trap, string and milk.

Phase Five (Throughout Year 1)

In Phase Five, children will learn more graphemes and phonemes. For example, they already know ai as in rain, but now they will be introduced to ay as in day and a-e as in make.

Alternative pronunciations for graphemes will also be introduced, e.g. ea in tea, head and break.

With practice, speed at recognising and blending graphemes will improve. Word and spelling knowledge will be worked on extensively.

Phase Six (Throughout Year 2 and beyond)

At the start of Phase Six of Letters and Sounds, children will have already learnt the most frequently occurring grapheme–phoneme correspondences (GPCs) in the English language. They will be able to read many familiar words automatically. When they come across unfamiliar words they will in many cases be able to decode them quickly and quietly using their well-developed sounding and blending skills. With more complex unfamiliar words they will often be able to decode them by sounding them out.

At this stage children should be able to spell words phonemically although not always correctly. In Phase Six the main aim is for children to become more fluent readers and more accurate spellers.


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