Phonics Support Programme (Peterborough)

Peterborough’s phonics outcomes have historically been low due to the complexity of the city. There are 121 languages spoken in the city’s Primary Schools. Some schools are 99% EAL and have an unprecedented, high level of churn. By bringing together reading leaders to have a specific focus on early reading we have tried to share good practice within and beyond the city. The project has aimed to support schools with purchasing a systematic, synthetic phonics programme. The schools have then been supported by expert ‘Phonics Champions’ to implement the programme and ensure full fidelity to the scheme. They have met regularly to share good practice, looked at schools achieving high outcomes, developed effective links with feeder pre-schools and supported parents to engage their own children in effective reading routines and habits.
We hope to increase the proportion of children achieving the pass mark in the Phonics Screening Check, but more importantly give children the skills to access good quality texts at their reading level, improve their vocabulary and nurture a love of reading.

6 schools were co-funded to buy the resources and access CPD provided by the LA. 3 schools, who had previously purchased the scheme, were funded to access the CPD. In total, 9 schools engaged with the programme and started using the systematic, synthetic phonics programme. Most schools were teaching the new programme at the beginning of the spring term, 2022. The full impact will be seen when the PSC data is released but all schools have reported positively on the impact of the programme: children are more engaged with the learning; the pace is faster and consolidates understanding on a daily basis; intervention teaching is swift and children ‘keep-up’ rather than ‘catch-up’; reading sessions are focused on a range of skills and children are exposed and understanding a much wider range of ambitious vocabulary.

By providing the schools with the same systematic, synthetic phonics programme they could share their highs and lows. Some schools emerged as exceptionally good adaptors, others needed more time to adjust. By using the expertise across the schools and training 7 Phonics Champions to deliver the programme there was a wealth of support and coaching to be found.
Some schools were slower in implementing the programme due to Ofsted priorities and sickness due to the pandemic, but they then had the advantage of being guided by schools who were further along the journey.
At times, delays in resourcing the programme and the organisation of resources in larger schools became a stumbling block but perseverance and good communication helped to overcome these problems.

Success has been measured by regular visits to the schools from the project coordinator and the Phonics Champions. Data is in the process of being compiled to measure progress. Schools have attended half termly meetings to share good practice and seek school-to-school support.