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Enfield Learning Trust


We aim for all our pupils to become fluent, confident readers who are passionate about reading.

Pupils who read regularly or are read to regularly have the opportunity to open the doors to so many different worlds! More importantly, reading will give your child the tools to become independent life-long learners.

We achieve this together through:

  • A ‘Read, Write, Inc’ systematic approach to phonics development and acquisition
  • Encouraging pupils to develop a love of books by reading to them daily, at home and at school
  • Giving pupils access to a wide range of books at school and at home

We use Read Write Inc Phonics (RWI) to give your child the best possible start in learning how to read. We have put together a guide to show you how we teach phonics together with some useful links.

Please take the time to read the information as it will provide invaluable knowledge as to how you can best help and support your child in reading.


In Reception, all pupils will learn how to ‘read’ the sounds in words and how those sounds can be written down. This is taught through 20-minute daily phonics sessions.

The pupils learn:

  • 44 sounds and the corresponding letters/letter groups using simple picture prompts – see below;
  • learn to read words using ‘Fred Talk’ and sound blending;
  • read from a range of storybooks and non-fiction books matched to their phonic knowledge.

In addition to phonics sessions, the pupils work with the teachers in small focus reading groups once a week. In these groups, the pupils are given the opportunity to read books matched to their current reading stage.

Year One & Year Two

Pupils follow the same format as Reception but will work on complex sounds and read books appropriate to their reading level. Daily phonic sessions last for 20 minutes. 

Once the pupils become more confident in their use of phonics and have completed the set of RWI books, they will move onto a range of other early reading books.

Pupils will be taught how to read as follows:

Fred Talk

We use pure sounds (‘m’ not ‘muh’, ’s’ not ‘suh’, etc.) so that your child will be able to blend the sounds into words more easily.





 Down Maisie then over the two mountains. Maisie, mountain, mountain.


 Round the apple, down the leaf.


 Slide around the snake


 Round the dinosaur's back, up his neck and down to his feet.


 Down the tower, across the tower,


 Down the insects body, dot for the head.


 Down Nobby and over the net.


 Down the plait, up and over the pirates face.


 Round the girls face, down her hair and give her a curl


 All around the orange


 Curl around the caterpillar


 Down the kangaroos body, tail and leg


 Down and under the umbrella, up to the top and down to the puddle


 Down the laces, over the toe and touch the heel


 Down the stem and draw the leaves


 Slice into the egg, go over the top, then under the egg


 Down the long leg


 Down the horse's head to the hooves and over his back


 Slither down the snake, then down the horse's head to the hooves and over his back


 Down the robot's back, then up and curl


 Down his body, curl and dot


 Down a wing, up a wing


 Down a horn, up a horn and under the yak's head.


 Down, up, down, up the worm.


 Down the tower, across the tower, then down the horse’s head to the hooves and over his back


 Zig-zag-zig, down the zip.


 Curl around the caterpillar, then down the horse's head to the hooves and over his back


 Round the queen’s head, up to her crown, down her hair and curl


 Cross down the arm and leg and cross the other way


 A thing on a string


I  think I stink




The following video is an example of blending sounds with Fred.

The children are taught the sounds in 3 sets.

Step 1:

Set 1 Sounds are taught in the following order together with rhymes to help children form the letters correctly and instantly recognise sounds ready for blending.

Children will also use pictures for each sound to help recognise the sound and then form the shape of the sound.

Step 2:

The children are then taught Set 2 Sounds - the long vowels. When they are very confident with all of set 1 and 2 they are taught Set 3 Sounds.

Long-vowel sound

Set 2 Speed Sound cards

Set 3 Speed Sound cards


ay: may I play

a-e: make a cake

ai: snail in the rain


ee: what can you see

ea: cup of tea

e: he me we she be


igh: fly high

i-e: nice smile


ow: blow the snow

o-e: phone home

ao: goat in a boat


oo: poo at the zoo

u-e: huge brute

ew: chew the stew


oo: look at a book




ar: start the car




or: shut the door

aw: yawn at dawn



air: that’s not fair

are: share and care



ir: whirl and twirl

ur: nurse for a purse

er: a better letter


ou: shout it out

ow: brown cow



oy: toy for a boy

oi: spoil the boy




ire: fire fire!




ear: hear with your ear




ure: sure it’s pure?


Nonsense words (Alien words)          

As well as learning to read and blend real words children will have plenty of opportunities to apply their sound recognition skills on reading ‘Nonsense words’. These words will also feature heavily in the Year One Phonics Screening check in the summer term. 

Step 3:

Children will be introduced to ‘Ditty books’ when they successfully begin to read single words. The short vowels should be kept short and sharp.

Children use sound-blending (Fred Talk) to read short ditties. They will take these books home once they have read and discussed them in class.

Within all the books children will have red and green words to learn to help them to become speedy readers. Red words are words that are not easily decodable and ‘challenge words’ to extend children’s vocabulary. Green words are linked to the sounds the children have been learning and are easily decodable.


  • Dots and dashes represent the sound each letter makes.
  • Once your child has been introduced and taught these words in school, we will send them home for you to continue practising with your child.

Order of Story books

Children will follow the order listed below. The expectation is that all children will leave Year One developing a growing confidence and love of reading.


Red Ditty 1-10

Green 1-10

Purple 1-10

Pink 1-10

Orange 1-12

Yellow 1-10

Blue 1-10

Grey 1-13


Please see the attachments below that indicate which green words

are introduced in each book.

To help at home

Your child will start to bring books home when they are confident readers. Please help them to read and give lots of praise!

Phonics Screening Check Year One

What is the Year 1 phonics screening check?

The Year 1 phonics screening check is a short, light-touch assessment to confirm whether individual pupils have learnt phonic decoding to an appropriate standard.

It will identify the children who need extra help so they are given support by their school to improve their reading skills. They will then be able to retake the check so that schools can track pupils until they are able to decode.