5th November 2024: I’ve written untold numbers of emails, over many years, to teaching professionals who approach me for information and training for my various phonics programmes. Having asked for their school context and perceived training requirements, I reply accordingly to be as helpful as I can be. The response below is just one (real) example for a primary school struggling to get the literacy results they aspire to for their children – and therefore looking to change their phonics programme and current book-banded reading books. For the purpose of this post, I have embedded some additional links to information:
‘Hi ………………
It could be that you really like the suggestions I make for phonics and foundational literacy provision from what you have said.
I promote ‘Two-pronged systematic AND incidental phonics provision’ which is truly flexible and suitable for all circumstances – much more realistic when the general curriculum involves literature and language – and writing – beyond the stage of the planned phonics programme.
I also promote changing the notion of ‘phonics’ from infant stuff – to lifelong adult knowledge and skills (which it is) and which addresses the idea that it is ‘job done’ by any specific time scale. This is really important for self-esteem for older learners who are struggling somewhat with reading and/or spelling compared to their peers.
Regarding ‘pace’ of introducing the letter/s-sound correspondences, my approach is slower than other programmes because the ‘phonics teaching and learning cycle’ and provided resources are so much more word and sentence/text rich than other programmes. Generally speaking, it takes at least two sessions, not one, to introduce the featured letter/s-sound correspondence, and then ‘apply and extend’ for reading, spelling, writing (code, word, text level), vocabulary enrichment, language comprehension, and building up knowledge of spelling word banks.
Paper-based core resources are essential in my opinion – and I explain about this not only in training but all this information is actually available via various free videos in the public domain.
I want schools to be sensible regarding the cost of their provision. The Phonics International programme is entirely free with lots of information via the site.
The No Nonsense Phonics programme is actually developed from the Phonics International programme. If schools have some funding, I highly recommend at least investigating use of the No Nonsense Phonics ready-made Pupil Books and Teacher Books to hit the ground running – or at least for intervention when teaching assistants are asked to support the children most needing help. This is not essential, as the Phonics International programme provides everything needed.
In fact, the best combination for whole primary school use is No Nonsense Phonics and Phonics International – the latter programme extends the alphabetic code formally taught and this makes a good contribution to spelling for the older children – but also provides for any intervention for the older children.
There are ‘plain texts’ provided throughout both NNP and PI, and we are in the process of developing a Phonics Reading Books series to complement both NNP and PI.
The Phonics Reading Books are available as hard copy books, but they are also available via an Ebookshelf which costs £99 + VAT for an annual licence. This means that schools can fully review the reading books via the Ebookshelf in great detail to see if they are suitable for the children’s needs. They are very vocabulary rich you will find.
There is an embedded video to explain about my overview Alphabetic Code Charts – this is the ‘starting point’ for understanding why the English alphabetic code needs explicit and quality teaching. The English Alphabetic Code is the most complex alphabetic code in the world!
There is sufficient information and training content via the sites below not to need expensive additional training – these just need the time to read, watch, absorb accordingly. Of course I’m also happy to provide live training but I’m explaining you don’t necessarily need it as such:
Naturally you will find overlap of information and resources on the sites above because the two programmes are intertwined and NNP was developed from my original PI programme.
Even this email may be overwhelming, but please don’t lose heart as the support for colleagues and the effectiveness and engagement of the children will be well worth the time spent.
One of the most important aspects of phonics training and provision is the commitment of senior management and of staff members. I would hope that this is achieved before embarking on any programme changes and possible training because ‘delivery’ is in large part responsible for results. The combination of a great body of work along with good delivery is fantastic!
Finally, I have designed my approach and resources based on fully aspiring to work in partnership with parents and carers. This is not hard when each child has his or her own content rich, paper-based material going backwards and forwards to ‘home’. Not only can parents and carers see what ‘phonics’ is including, they can also see how their own children are faring. The programmes and delivery are accountable and transparent in every which way.
I look forward to hearing from you again’.
Update from Debbie: For nursery settings and pre-schools internationally, we provide a fantastic range of free resources featuring the alphabetic letters and phonics skills and sub-skills for reading, spelling and writing. The ethos for this provision is ‘Exposure, experience and NO expectation‘ so there is no pressure for providers and parents of such young children – the children will pick up what they are capable of – and then start a full, planned, ‘systematic synthetic phonics’ programme after this early years exposure. Start from the beginning of the SSP programme even if the children know some of the letter-sound correspondences already.
See the ‘Teeny Reading Seeds’ and two ‘Phonics and Talk Time’ books for pre-school children.
Teaching Fully Joined Handwriting – see our free resources and video guidance for teaching fully joined handwriting – whether for initial teaching or for remediating poor handwriting:
See Debbie Hepplewhite Handwriting.
To contact me ‘direct’ with any questions and/or feedback, email me at debbie@phonicsinternational.com
Thank you.
