All of our children have access to the teaching and learning of synthetic phonics daily. The school uses the Letters and Sounds Programme to deliver a dedicated daily focused session on phonics. The children work through phases 1 – 6 from Nursery to Year 2. In addition to this phonic session, Year 2 pupils access the Read Write Inc. spelling programme.

Phonics is embedded in continuous provision throughout EYFS through fun, engaging activities to inspire the children to use their phonic knowledge in independent writing and reading.

Additional phonics interventions run daily to close any gaps or misconceptions in the children’s phonic knowledge, these are regularly assessed and monitored to check their effectiveness against objectives. Each half term the children are assessed using our Ladycross milestones to check their knowledge of each phase and to identify gaps in learning, these assessments are then used to inform planning.


Ladycross Infant School aims to foster a lifelong love of reading so that the children are able to achieve the best they can through all adventures in their life. For this reason we have developed Ladycross Reading Pledges.

Ladycross reading pledge:

Your child will start by learning to read key words (sometimes referred to as ‘tricky’ words) alongside the phoneme (sound) that each letter represents. In addition to this we endeavour to embed a love of books and of reading. This is done in many ways – by reading regularly to the children and sharing books together, by listening to and watching stories on the interactive whiteboards, by telling stories and by encouraging the children to read for pleasure in and around our school reading areas and classrooms. As your child becomes a more confident and fluent reader, we continue to teach them the two key elements to reading – word recognition and comprehension.

The link below is a useful video for parents to gain a greater understanding of synthetic phonics.

High quality texts: Each year group has 6 quality texts each half term which consist of fiction, non-fiction and poetry, these books are read at the end of each day during story time. The texts have been chosen to link into the topics and interests of each class, each text has DERIC (Describe, Explain, Retrieve, Interpret and Choice) questions which go alongside it to encourage high quality questioning and consistency in each class.

Word reading: This teaches the children to apply their phonic knowledge to read words, learn tricky words that don’t follow obvious reading patterns and rules, read quickly and accurately, read aloud and to themselves and to re-read books to build up fluency and confidence.

Comprehension: This teaches children to listen to, discuss and express their views, discuss the sequence of events in a story, understand non-fiction as well as fiction books and poetry, discuss favourite words and phrases, recognise recurring language, check that text makes sense and draw on background information, answering and asking questions and making inferences and predictions about what might happen next.

As you will already be aware, your child reads regularly in school during whole class shared reading, guided reading in a group and through individual reading sessions with a member of staff or adult volunteer.

 Reading throughout the day: reading is encouraged throughout the school day in all areas of the curriculum, this is done to encourage confidence, fluency and comprehensions skills throughout the school day.

Below are our 'DERIC' Owls, we use these during shared reading sessions to develop the children's knowledge and skills whilst reading text or watching short clips, they stand for Describe, Explain, Retrieve, Interpret and Choice. During Reception sessions the children focus on Retrieve, Interpret and Choice questions through whole group inputs. As the children develop into KS1, sessions are delivered with an expectation of all of the different types on questions. This ensures our children have a variety of different questions to answer using comprehension and inference skills.