GLF Schools

GLF Schools

GLF Schools was founded in 2012 in order to enable the federation of Glyn School (an academy in 2011) and Danetree Junior School. Together, we began our journey to become a MAT of more than 1000 talented staff working with over 10,000 children in 40 schools across 5 regions in southern England.

English - Early Reading & Phonics

Chris Stephenson-Davis
Phonics & Early Reading Leader

"Johnny couldn't read until half a year ago for the simple reason that nobody ever showed him how."

Rudolf Flesch


The teaching of phonics is a key strategy that is used to help our children to read, write and spell. A combination of strong, high quality, discrete phonics teaching combined with regular, daily opportunities for developing reading skills ensures every child becomes a successful, fluent reader and writer.

Letters & Sounds Progression


Vision for Phonics

Phonics Policy


Progression in Knowledge and Skills for Phonics at Floreat Montague Park

At Floreat Montague Park, children take part in daily phonics sessions in Early Years and Key Stage 1, which help them learn to read and write. As a school, we closely follow the Letters & Sounds progression, which is a sequence of teaching phases with the aim of children becoming fluent readers:

  • Phase 1 (Nursery) - Supports children's developing speaking and listening skills and linking of letters and sounds. The focus is on listening to and repeating sounds.
  • Phase 2 (Reception) - Introduces simple letter-sound correspondences. As each set of letters are introduced, children are encouraged to sound out and blend words.
  • Phase 3 (Reception) - Builds on the letter-sound correspondences taught in Phase 2. Children learn consonant digraphs and vowel digraphs and trigraphs.
  • Phase 4 (Reception and Year 1) - Consolidates learnt correspondences and children learn to read and spell words which have adjacent consonants (e.g. trap, milk, strong, crept).
  • Phase 5 (Year 1) - Children learn some new graphemes for reading, learn alternative pronunciations for known graphemes and alternative spellings for known phonemes.

Key Parent Resources