Debbie: Do you know that feeling one gets when, ‘out of the blue’, someone thinks to reach out with the kindest words and fondest memories – the kind of contact that warms one’s heart and (with regard to ‘phonics’) that makes all the very hard work over the years totally worthwhile! Yes, that feeling…
So here’s the story: When the programme ‘Floppy’s Phonics‘ (of which I’m the author/consultant, published by Oxford University Press) was barely out of the starting block (2011), senior leader, Corinne Benjamin (at the time working in Lord Scudamore Academy – a primary school in Herefordshire, England), approached me for whole school training for the launch of Floppy’s Phonics in the early years and infants.
Periodically, Corinne would get in touch with me with updated findings as shown by England’s statutory Year One Phonics Screening Check. From the outset of using the Floppy’s Phonics programme, the Year One results were consistently higher than local and national averages year-on-year. With such sustained positive results, I went on to use these findings in my training PowerPoints as objective, measured results are important to evidence teaching and programme effectiveness. Throughout several years, Corinne was very supportive – and when she eventually retired, Sherry took over the role of leading on phonics and she also continued periodic contact with me and the sharing of great enthusiasm and results. I am very grateful to these ladies and all their colleagues, children and parents/carers at Lord Scudamore Academy.
Then (somewhat randomly), Corinne sent me an email on 3rd April 2025 beginning thus, “Hi Debbie, How are you and David? Are you still fighting the fight for phonics and reading or are you enjoying a more relaxed lifestyle in Wales or maybe both? I was reminded of you recently when Keir Starmer was talking about role models and encouraged people to think about influential people in their lives, I immediately thought of you! You greatly influenced my teaching and the impact I had on teaching children to read, thank you!…. I would love to know how you are and what you are doing, I often think about you.”
Well, if anyone watches any of my videos, you will know that it’s not uncommon for me to emphasise and acknowledge the importance of ‘teamwork‘. I’m immensely aware of ‘the team’. Without the teachers, teaching assistants (who also teach – and often the most challenged children), the senior managers – indeed anyone who contributes to children learning to read, spell and write – all the most fab resources in the world would not be so useful would they!!! We are a team.
But of course it’s still lovely to receive such warm and kind words from someone who has actually supported me in my wider training/consultancy role over the years. I am totally appreciative of Corinne being a driving force in the adoption and strong implementation of Floppy’s Phonics – and the consequent great results.
Of course, I then went on to reply to Corinne (not just about phonics) and I’m delighted that we are now in full touch and even arranging to chat via Zoom and to meet up one day.
In a further message to me, Corinne went on to say this about the use of Floppy’s Phonics, “Floppy’s Phonics was/is a first class programme that really works for the teachers, children and parents, it transformed the teaching at Lord Scudamore and was highly rated by everyone. Our phonics screening check results clearly proved this! At my last Ofsted, before I retired, I was observed teaching phonics following your teaching sequence and was rated outstanding with an exemplary lesson, the inspector said it actually brought tears of joy to her eyes to see the children so engaged and achieving so highly! She was able to tick off every component of the phonics lesson, which was achieved following your structure. You should be leading and guiding the DfE in the teaching of phonics and reading!”
Well, I have to agree (naturally) that the Department for Education (DfE) in England would do much better if I was ‘leading and guiding’ in the field of phonics and foundational literacy, but there you go – they know who I am, what I say, and (to be honest), I’ve given them a hard time over the years with my various criticisms (and even a futile formal complaint at one stage – that’s another story).
With our shared interest in phonics, I sent Corinne a link to 8 free examples of our ‘Phonics and Vocabulary Books‘ to see what she thinks about them. She wrote this back to me, “I absolutely love your Phonics and Vocabulary Books, especially the introduction to new words and vocabulary. It’s so lovely to see words that children might not use and to encourage parents to explain their meanings, I would love to have used these books in my teaching, it makes me want to come out of retirement!”
This is the link to the 8 free ‘Phonics and Vocabulary Books‘. The 44 books are available as both hard copies and via an ebookshelf of the 44 books:
‘Phonics and Vocabulary Books’ ebookshelf showing 8 examples
These books complement the No Nonsense Phonics and Phonics International programmes but can be used to supplement any phonics programmes used sensibly – for example, as ‘lag behind the code’ books, or even for precocious readers to access more stretching vocabulary.
Summary: I feel very honoured and humbled when I receive such lovely messages from various people in different contexts – and from different countries! ‘Out of the blue’ messages are not uncommon – and although I’ve written a post about this particular heartwarming contact from Corinne, I also want to acknowledge and thank everyone who writes to me and/or David as this is such a thoughtful thing to do and always very much appreciated.
