The high quality of their phonics practice has earned Ashby Willesley Primary School Silver School accreditation from Sounds-Write. Catherine Anslow, Phonics Lead and Year 2 teacher, shares with us what they like about Sounds-Write and the impact it’ s had on learning.

Why did you choose Sounds-Write?

We chose Sounds-Write after hearing about a new phonics scheme in a neighbouring school. A few colleagues and I went and observed Sounds-Write being used in three different year groups and we instantly knew it was the scheme for us. We were fascinated by how very few resources were needed, how easy it was to plan, and that each year the children would be exposed to the same language throughout each lesson.

Training was well sequenced and it was good to know that there was always someone we could contact with queries.

Catherine Anslow, Phonics Lead and Year 2 teacher

How did you find the training?

The training that we completed online was easy to access and follow. Staff agreed that, even though it was a substantial time commitment, it was very beneficial to their teaching and worth the time they put in. Staff at our school commented on how ready they felt to teach phonics after the training, and the impact it had on their teaching in the classroom. Training was well sequenced and it was good to know that there was always someone we could contact with queries.

How did you implement Sounds-Write?

We began implementing Sounds-Write in September 2020. All staff trained via the online platform and new members of staff are training through the Members’ Portal, which we are finding easy to navigate. Reception, Year 1 and Year 2 have since then fully used Sounds-Write for their phonics lessons and interventions, and skills from different lessons (particularly polysyllabic lessons) are now being extended throughout the rest of the school years.

How have teachers and other staff found it?

Teachers throughout the school enjoy the fact that they can follow a script. Knowing that we are all singing from the same hymn sheet makes teaching phonics much easier. We are all now planning on the same format too and following the same 3-part lesson, which ensures the children know the routine and this follows through year on year.

How have children and parents found Sounds-Write?

Some parents appreciated the very clear structure of the programme, and how children began using the same language at home as at school (‘say the sounds and read the word’). Children have become more independent with reading and writing because the cognitive load of guessing is now reduced — allowing them to focus more on composition/writing.

How is it different from other phonics schemes you’ve used in the past?

It needs so very few resources! This has been a game changer for us as a school and has allowed teachers to focus more on the outcome of the lesson, rather than what needs preparing and creating each day. Teachers know that they can pick up their planning, script and post-it notes and they are ready to go. The repetition of the lessons is also very different from other schemes we have used previously, and this has enabled all teachers to be on the same page with their teaching and avoid inconsistencies.

What impact has it had on student learning and results?

I have seen a huge improvement on children’s learning as a result of using Sounds-Write. Children now have the freedom during their phonics lessons to think about the sounds they are learning rather than the activity they are doing. We’re seeing some excellent performance results too, in the Phonics Screening Check, for example.

Any advice for those who are considering Sounds-Write?

Go and observe another school teaching Sounds-Write if you are not already using it. It is fascinating to see it in action and the impact it has on all children in the classroom. This will allow you to picture how it would look in your own classroom. Just go for it and see the difference it makes in your school!