St. Philip's C of E Primary School

Together We Achieve

Bolton Old Road, Atherton, Manchester, M46 9FD

01942 883919

Welcome to St. Philip’s Primary


At St Philip’s C E Primary school, we strive to ensure that all pupils are equipped with the skills needed to be fluent in all aspects of English.

Communication lies at the heart of our curriculum and success relies upon being fluent in speaking, listening, reading and writing.

We want to prepare our pupils for the next stage of their education by ensuring they can read, write and communicate with confidence for a variety of purposes and audiences, whilst developing their own individual flair and opinions. We strive for our pupils to leave St Philip’s as avid readers, who read fluently and are able to express preferences and opinions about the texts that they choose. We want them to read for pleasure, having had access to a wide range of genres and authors, making informed choices about their favourites. Reading and writing go hand in hand and at St Philip’s we adopt a read to write approach to the curriculum. Lesson sequences ensure that prior knowledge is built upon and pupils are immersed in a range of genres where writing for a purpose engages and ignites their passion. We strive that all pupils leave St Philip’s with a secure knowledge of spelling and grammar and an understanding of how to edit writing and to write effectively for a range of purposes.

We follow the National Curriculum Programmes of study for all aspects of English 



Reading at St Philip's CE School

We believe that reading forms the heart of the curriculum and the ability to read is essential to the success of our children. Our aim is to fully prepare each and every pupil for the next stage of their learning journey and beyond. Fostering a love of reading is crucial and from the minute your child enters St Philip’s in Reception, we aim to immerse them in a text rich environment where reading is integral to all aspects of learning. We aim to ensure that children not only learn to read but also read to learn, with research opportunities and strong links with all curriculum subjects being integral.


Reading is an integral part to all lessons and is taught by;

Phonics: Daily systematic synthetic phonics for pupils who are not yet fluent readers.

Story times: Where books are read aloud for pupils to enjoy and foster a love of reading.

Text base units: High quality texts form the basis of English units ensuring that pupils have model texts to draw upon.

Guided reading:  Where a broad range of texts are explored and enjoyed and pupils build upon their reading proficiency, vocabulary, authorial intent and comprehension in a small group.

Comprehension lessons: Where pupils are taught to develop our pupils understanding of texts. Pupils are taught to retrieve, infer, predict, summarise, analyse and evaluate a whole class text.

Independent reading: Is vital to develop a love of reading and allows children to be immersed in the magical world of a text. Our class and school libraries allow for pupils to develop their own preferences and discuss their likes, dislikes.

Reading to learn: We aim to maximise opportunities for pupils to read through all curriculum subjects. the pupils’ knowledge and understanding is developed through opportunities to engage in independent research.


Reading at school and at home

Children from EYFS to Year 6 are able to choose their own home reading books every week. Our reading system is book banded by colour, using books from a range of reading schemes including Oxford reading tree, project X and Songbirds. Each book band from Lilac to Turquoise has been carefully organised to contain decodable texts suitable for children as they move through the different phonic phases. Staff support the children in Reception and Key stage 1 to ensure they choose a book that is allowing them to apply the phonics they have learnt in class or to consolidate previous learning. 

Additional to home reading books children in Reception, Year 1 and 2 can choose a bedtime story to take home each week. This is to develop a love of reading with their families at home as well as allowing them be immersed in a variety of texts and language.

All pupils have access to our school library.



 In EYFS and Key stage 1 Phonics is taught daily, as a school we have developed our own Phonics planning. It is physical and active and teaches the children all the things they need to become confident spellers and readers. All staff follow the same planning for the appropriate phase and week they are up to. This ensures consistency and equal learning opportunity for all pupils. Here is the overview of Phonics teaching and learning at St Philip’s



Phonics teaching

Tricky words taught in this phase

Year Groups

(if on track)

Phase 1

Aspect 1: General sound discrimination – environmental sounds Children will learn to tune into different sounds in the environment.

Aspect 2: General sound discrimination – instrumental sounds Children will learn to use and create musical instruments to practise and promote the skills involved in speaking and listening.

Aspect 3: General sound discrimination – body percussion Children will develop awareness of sounds and rhythms. 

Aspect 4: Rhythm and rhyme Children will experience and develop an awareness of rhythm and rhyme in speech, stories and music.

Aspect 5: Alliteration Children will develop a basic understanding of alliteration.

Aspect 6: Voice sounds Children will learn to tell the difference between vocal sounds.

Aspect 7: Oral blending and segmenting Children will begin to develop an understanding of oral blending and segmenting in words. They will hear and practise blending and segmenting.

(Following the Mrs Mactivity-Time for Phonics planning)





Phase 2






l, ll, ss


I, the, to, no, go, into



Phase 3







Ure, er


he, she, we, me, be, you, all, are, her, was, they, my


Phase 4


Using phase 2 and 3 graphemes to build longer words including polysyllabic words-CVCC






said, have, like, so, do, some, come, little, there, out, what, one, when, were

Reception/Year 1


Phase 5

ay, ou, ie, ea

oy, ir, ue, ue

aw, wh, ph, ew

ew, oe, au, ey

a_e, e_e, i_e, u_e, u_e

Alternative pronunciations

i, o, c, g, u, ow, ie, ea, er, e, a, y, ch, ou, ey


oh, Mrs, people, Mr, called, looked, could, asked, their,

Year 1/Year 2

Super Spelling

Continuing on from phase 5 with alternative spellings Year 2 spelling appendix

ch-  t, tch,                   

n-  kn, gn

r-  wr

s- se,st,

u- o, oul

ear- eer, ere


ur- or, ear

air- ear, ere, are

or-our, augh,

sh- ci, ti, s, ss 


Year 2 common exception words

Year 2


 Every day, phonics takes place in Reception through to Year 3 (this is the first year that phonics is being continued to be taught to the whole of Year 3, this is for a number of reasons but mainly due the gaps in knowledge due to lockdowns).

Every session takes the following structure-

Revisit and Review- This is were the teacher will recap previously taught phonemes, graphemes and tricky words

Teach-This is were the children will be taught something new

Practise- The children will be given a variety of different opportunities to practise using their new learning through reading, writing and playing games.

Apply- The children will use their new learning to write a new sentence, read a sentence or complete a challenge.

Following the session, at another time of the day, each child will take part in some form of overlearning, this is when they will revisit their new learning of the day and complete another activity. We have found that this has a huge impact on solidifying the new learning and we found more children were able to remember the new learning the following day than if they hadn’t completed any over learning.

Phonics session are streamed so that the task is directly matched to the children’s phonics level.  Children are assessed using the online Phonics Tracker every half term, this allows us to ensure pupils are in the correct groups and any gaps the children may have are address through in school intervention. Any pupils, who are struggling to keep up, will be read with 1:1 everyday and will be part of weekly interventions with teaching staff or members of the SLT. An additional personalised phonics intervention is available in school to any children who are struggling to keep up and apply their phonics learning successfully. This is available to any child in school and will take place 3 times a week.


Pupils in Year 1 and Year 2 are sent weekly spellings linked to their phonics learning to allow them an extra opportunity to apply their new learning.

Spelling appendices for each year group are taught in either discreet spelling sessions or within English lessons, whichever teachers feel will be the best way to deliver the specific spelling rule that week.

Pupils have access to spelling shed which allows them to practise and apply their new learning at home or in school.




Reading and writing go hand in hand and at St Philip’s we adopt a read to write approach to the curriculum. Lesson sequences ensure that prior knowledge is built upon and pupils are immersed in a range of genres where writing for a purpose engages and ignites their passion. We expect that all pupils leave St Philip’s with a secure knowledge of spelling and grammar and an understanding of how to edit writing and to write effectively for a range of purposes.


This is implemented by:

Lesson sequences: Sequences of lessons ensure that quality model texts clearly demonstrate what is expected of each genre so that pupils are aware of expectations from the start.

Working walls: In every class act as the invisible teacher to support the child’s learning journey and classrooms are text rich.

Spelling lessons: Within phonics and beyond, spelling rules are taught and practised. Spelling shed is used to engage pupils in spelling at home.

Grammar Is integral to all literacy units and is taught both discretely, as a separate lesson and within English units.

Celebrations of pupil’s achievements in writing are displayed around school and in classrooms to motivate and inspire pupils.

Shared, guided and modelled writing: Teachers model  writing  so that children fully understand the writing process. Teachers model thinking out loud, editing errors and improving their writing. During shared writing every pupil is given the opportunity to contribute to the writing process. This is scaffolded further into paired, supported and finally independent writing.

Writing for a purpose: Whenever possible teachers plan writing opportunities with a clear, real life purpose to motivate and inspire pupils to write for a variety of reasons.


Impact of this:

As a result of clear and explicit teaching, writing skills standards across the curriculum are consistent. Regular monitoring and moderation focuses on progress and attainment of all pupils. Focused tasks at the end of each literacy unit are used to formally assess pupils and this information helps to form teachers termly judgements against National Curriculum objectives.


Image result for phonicsplay logo Image result for spelling shed