Phonics and Spelling

Monster Phonics and No Nonsense Spelling

Vision for Phonics and Spelling

At Dove Bank, we teach daily phonics sessions in Reception, Year 1 and Year 2 and spelling lessons from Year 3 to Year 6 a minimum of 3 times per week.

Our sessions are carefully planned to ensure they are effective and progressive. They are fun, involving lots of songs, speaking, listening and games. We plan for the children to be active and fully participate in the sessions, ensuring high engagement.

In phonics we follow ‘Monster Phonics, an interactive scheme of work linked to Letters & Sounds.

In EYFS and Year 1, we ensure that opportunities to consolidate the sounds and skills the children have learned in their daily phonics sessions are provided for through the continuous and enhanced provision offered in the classrooms.
This ensures that regular opportunities to practice the skills of segmenting and blending are provided and phonics is fully embedded within the wider curriculum.

What’s New?

  • The introduction of ‘Monster Phonics’ across the whole school with specific emphasis on Reception, Year 1 and Year 2.

  • The introduction of No-Nonsense Spelling for Year 3, Year 4, Year 5 and Year 6.

  • Whole school staff training on phonics and how to use Monster Phonics and Spelling and how to use No Nonsense Spelling.

  • New reading material to support the implementation of Monster Phonics.

  • The introduction of Phonics Tracker – an instant assessment and tracking programme for Phonics, High Frequency Words and the Phonics Screening Check.

Subject Leader Biography

Hello, my name is Mrs Fletcher and I am honoured to be leading Phonics and Spelling at Dove Bank Primary School.

I have always had a passion for phonics, spelling and reading and having the ability to read can open up a whole new world of opportunities.

Having taught for a number for years using a variety of phonics schemes, I am really excited about our new; Monster Phonics’ scheme and seeing children develop their phonics and spelling skills over the time that they are with us here at Dove Bank.


Subject priorities

  1. Improve outcomes in phonics for all pupils and groups.

  2. Ensure a consistent approach to the teaching of phonics and spelling across the school.

  3. Provide CPD in phonics to staff in all year groups to ensure a consistent approach to teaching and the use of phonological language.

Curriculum Statement


At Dove Bank Primary School, we are passionate about ensuring all children become confident and enthusiastic readers and writers. We believe that phonics provides the foundations of learning to make the development into fluent reading and writing easier. We aim for children to read words and simple sentences by the end of Reception and become successful and fluent readers by the end of Key Stage1.

Through systematic phonics teaching, using ‘Monster Phonics’ children need to learn key phonic knowledge and develop skills in segmenting and blending to complete the phonics check at the end of Year 1.

At Dove Bank, we will provide children with a spelling curriculum designed to make the partnership between phonics teaching and spelling strategies explicitly clear as well as equipping children with a range of skills and approaches to tackle the spelling of unfamiliar words.


At Dove Bank Primary School, we use ‘Monster Phonics’ as a fun way to teach Systematic Synthetic Phonics. Monster Phonics combines a carefully-structured teaching and learning programme with an engaging reading scheme. Phonics is taught daily to all children in Reception and KS1. Phonics teaching is systematic, engaging, lively and interactive. Each phonics lesson includes the following elements:  

  • Revise – overlearn the previous graphemes and words 
  • Teach – introduce a new grapheme/words 
  • Practise – develop GPCs (grapheme phoneme correspondences)/read and spell new words 
  • Apply – use new graphemes/words in games and activities to secure knowledge 
  • Assess – monitor progress within each phase to inform planning. 

Extra support is provided to those in Year 2 (and in Year 3 where appropriate) who have not passed phonics screening in Year 1 and interventions are planned for those children who are working below expected levels.  

Staff systematically teach learners the relationship between sounds and the written spelling patterns, or graphemes, which represent them. Phonics is taught through daily whole class teaching input and small group activities. Staff ensure Phonics is an integrated part of all learning.  

Targeted intervention through KS1 for the teaching of phonics is organised into small groups, outside of the phonics lesson, depending on children’s prior phonics knowledge, and looking at where individuals need challenge or support. Where extra intervention is necessary, this is provided for children throughout Key Stage 1 and 2.  

Pupils have regular reading sessions with an adult to ensure they are regularly practising and applying their phonics knowledge. This includes extra one-to-one reading for those children who are most vulnerable to enable them to catch up to meet age related expectations.  

In the EYFS the continuous provision matches children’s current knowledge and understanding whilst ensuring the children are suitably challenged.  

Teachers regularly assess children’s phonics knowledge using Phonics Tracker, an online phonics tracking system. These regular assessments inform planning and allow teachers to identify any gaps in learning.  

Children have phonically decodable reading books matched to their phonics knowledge which they are encouraged to read regularly at home to ensure fluency in reading is developed.  


As a result of high-quality phonics provision, children make good progress from their starting points. The vast majority will be ready for the next stage in their education as they transfer through Reception, Key Stage 1 and into Key Stage 2. 

The impact will be measured through Phonics Tracker and external assessments (Phonics Screening Check in Year 1). The impact of our spelling curriculum will be measured through pupil voice, termly and half termly spelling assessments, feedback from children’s written work across the school and external assessments (SATs). 

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