GovWire

This guidance is for:

• teachers
• school leaders
• reading and literacy leads
• governing bodies
• initial teacher training partnerships
• specialist provision

This guidance:

• sets out the research underpinning the importance of talk, stories and systematic synthetic phonics (SSP) in reception, the importance of fidelity in phonics, and the Department for Educations evidence-informed position on the best way to teach reading
• supports schools to evaluate their teaching of reading from reception to year 9, and to identify how to improve provision if weaknesses are found
• provides practical support for high-quality teaching of SSP, fluency and comprehension, including assessment
• explains the importance of systematic phonics teaching for older pupils who are at risk of failing to learn to read because they cannot decode well enough
• supports schools in motivating pupils to develop a love of reading
• supports schools working with parents to help their children learn to read
• helps schools to meet existing expectations for teaching early reading, as set out in:
  • the national curriculum programmes of study
  • the statutory framework for the early years foundation stage
  • Ofsteds education inspection framework

This document has been developed through the contributions of experts from across the literacy sector and of school leaders. It is based on the valued experience and knowledge of teachers, reading and language experts, educational organisations, English Hubs council members, and our 34 English Hubs.

Schools considering purchasing a new SSP programme can find more information at choosing a phonics programme.

Further support for schools is available through our English Hubs Programme.