Phonics

At Woodlands Meed, students are taught synthetic phonics systematically through the DFE validated ‘Song of Sounds’ programme, a multi-sensory, hands-on and interactive approach that uses music, movement and practical activities to support early reading development. Across stages 0-3 learners engage with songs that help them link phonemes to graphemes and read phonetically decodable books matched to their stage. In the secondary classes, teaching is adapted to reflect students’ age and learning levels and is supplemented with resources such as PhonicsPlay, TRUGS, Ransom reluctant and struggling reader schemes and Big Cat Phonics. Students who are moderately fluent readers and beyond, apply their phonic knowledge to decode quickly and accurately, increasingly focusing on larger word units to develop fluency, support spelling and tackle new vocabulary.

What comes before phonics

We recognise that pupils need to develop key physical and sensory skills before beginning systematic, synthetic phonics. These include visual perception, listening and sound‑discrimination skills, motor development, and familiarity with rhythm and rhyme. Pupils also require rich communication experiences, with frequent opportunities to hear and engage with stories, songs and rhymes. At this early stage, these skills are intentionally built into their phonics provision, ensuring they are well prepared to begin synthetic phonics through the ‘Song of Sounds’ programme.

Pre‑Phonics

To ensure learners develop the foundational skills needed before formal phonics, our curriculum is shaped by Development Matters and wider research into pre‑phonics development. Before beginning phonics, learners must be able to communicate, understand language, and sustain or re-engage their attention. At Woodlands Meed, we build these skills through shared communication and shared attention activities, including intensive interaction, the curiosity approach, attention time, music and movement, and sensory stories.

Learners are ready to begin Stage 0 when they can comment using communication skills and maintain attention, or be re-engaged, for a short activity.

Stage 0
There is likely to be some overlap between Pre-Phonics and Stage 0, with the balance depending on each learner’s individual needs. As learners develop their skills and understanding, more elements of Stage 0 are introduced. Stage 0 is a progressive programme, it begins by building learners’ general awareness of sound before moving towards recognising sounds in words and speech.

In early Stage 0 (0.1, 0.2 and 0.3), learners develop an awareness of environmental sounds, instrumental sounds and body percussion. They learn to copy, produce and identify sounds, building on the communication and attention skills established in Pre-Phonics.

In later Stage 0, learners are introduced to sounds within words, exploring similarities and differences. Daily planned exposure to oral blending and segmenting helps them develop this essential early reading skill.