In nursery settings, practitioners do much more than help children socialise and play—they lay the crucial foundations for their future reading success. One of the most important things early years educators should understand is how spoken language connects to written language. This is where a speech-to-print approach to phonics makes so much sense.

3. When to introduce letters and spellings

They learn that the words they say can be pulled apart into sounds and that those sounds have written representations. These representations or spellings (graphemes) made up of single letters or letter combinations spell sounds.

It’s important to be precise with our language: graphemes represent or spell sounds—they don’t “say” them. The written symbols themselves are silent; we, as speakers, produce the sounds.

One important aspect of a speech-to-print approach is that it’s grounded in the approximately 44 sounds (phonemes) of spoken English and gradually introduces the 175 or so most common spellings (graphemes) that represent them. While this process unfolds over two to three years, nursery is the perfect time to begin by tuning children into the sounds they already hear and use every day.

Why phonemic awareness matters

Children need to develop phonemic awareness—the ability to hear, identify, and manipulate the individual sounds in words. This is the most critical early skill linked to later reading success.

Phonemic awareness is distinct from general phonological awareness (which includes rhyming, syllables, and alliteration). It focuses specifically on recognising that a word like sit is made up of three sounds: /s/ /i/ /t/.

Research shows that explicit phonemic awareness instruction, especially when paired with systematic phonics, leads to significantly better reading outcomes (Ehri et al., 2001).

Getting nursery children ready for phonics

At the start of the nursery phase, children are not yet reading and writing—but practitioners are laying the groundwork for that journey. A language-rich, play-based environment helps them develop the skills they’ll need later. Some of the most effective activities include:

This doesn’t mean sitting still with worksheets. It means tuning into sounds through movement, play, and conversation—all embedded in joyful, everyday routines.

When to introduce letters and spellings

Usually in the final term of nursery—before children enter Reception—many  will be ready to begin making links between the sounds they can hear and their written representations.

In a sound-to-print classroom, you’ll notice:

• Spellings are introduced within real words, not in isolation.
• Practitioners say a word aloud, guide children to listen to the sounds, then build the word using letters that spell those sounds.
• Children blend sounds aloud to read and segment words to spell.
• Sound-spelling correspondences are always taught in the context of speech.
• Everyone is careful to say sounds precisely—saying /m/, not ‘muh’.

For example, during a lesson, the practitioner might say a word, ask the children to listen to the sounds, then help them build the word using spellings. Finally, the children would blend the sounds to read it. This routine helps make the sound-to-print connection concrete and logical.

Balancing play, language, and early phonics

A common concern is that introducing phonics too early might interfere with play or language development—but in high-quality nursery settings, these elements work hand in hand.

This isn’t about pushing formal reading lessons too soon. It’s about creating a rich, intentional environment where children explore sounds, develop strong language skills, and begin connecting speech to print—so they’re well-prepared when phonics teaching begins in earnest in Reception.

A final word

Nursery practitioners are not just caregivers—they are children’s first guides into the world of language and literacy. By weaving speech-to-print principles into everyday routines, they lay the foundations for confident, successful readers.

Keep reading, singing, talking, and playing—but also begin gently introducing phonics when children are ready, especially in the final term. Helping them tune into the sounds of speech and begin linking those sounds to spellings sets them up brilliantly for Reception and beyond.

💬 5 Reflection and discussion points for staff CPD

1. How often do you draw children’s attention to the sounds in spoken words during your daily routines (e.g., snack time, story time, outdoor play)?
2. Are you confident in your own understanding and use of precise pronunciation when modelling sounds (e.g., avoiding /muh/ for /m/)? Do you need more training or practice in this area?
3. What opportunities do you currently offer for children to explore rhyme, rhythm, and alliteration through play and storytelling? Could you build on these?
4. How can you introduce early phonics in a way that feels natural and playful, while ensuring you support children who are ready to begin linking sounds to letters in their final term of nursery?
5. Are you using consistent, accurate language when talking about letters and sounds (e.g., “this letter spells /s/” rather than “this letter says ‘sss’”)? How can you support each other to stay aligned?