Yes, Sounds-Write meets all the 2021 Early Learning Goals for Literacy for comprehension, reading and writing. Find out more here.
Sounds-Write teaches the skills, concepts and code knowledge necessary to teach children to read and spell from Reception/Kindergarten to Y6, and can also be used in in intervention settings at any age.
Sounds-Write teaches the complete code (175+ of the most common spellings of the 44 or so sounds in English) through our Initial Code and our Extended Code. We also teach students to read and write polysyllabic words.
Details can be found in these three documents:
Schools usually start Sounds-Write in Reception/Kindergarden with children aged 4, where they cover the Initial Code.
In Years 1 and 2 students continue to deepen their knowledge and understanding of how the alphabetic code works through the Extended Code ('first spellings' and 'more spellings') and become familiar with the strategies to read and write polysyllabic words.
In Years 3-6, Sounds-Write continues to build on the hard work undertaken from the Early Years to Year 2. Our advice is to review the Extended Code 'more spellings' again in Year 3. This is for the benefit of that 50% of students that really need more practise and exposure to apply the sound-spelling correspondences successfully and correctly.
In Years 3-6 we use the Extended Code to deepen students understanding of spelling, usually through words that are relevant to the curriculum – these can be taught within sound units to help students make connections, see patterns, etc
We also use the polysyllabic lessons to teach more complex polysyllabic words.
Skills continue to be practised, reinforced and extended into polysyllabic words.
Words in Y3-6 are taught using the Sounds-Write approach to ensure consistency of approach and to ensure familiarity throughout the school.
Through the different lessons (or activity types) of the Extended Code and Polysyllabic Words, students hone their spelling through interleaving, spaced learning, retrieval, repetition and practice to make sure that they achieve mastery in reading and spelling.
At St George’s we have used Sounds-Write for over five years and I cannot recommend it highly enough. We are a National Support School and have visitors from all over the UK and abroad visit the school each year. To a person, they are always astounded by the phonics and spelling they see.
Sarah Collymore, Headteacher, St. George’s CE Primary School
I recommend Sounds-Write to every teacher and school leader I meet. At Floreat we teach Sounds-Write in structured lessons in Nursery and Reception as well as Year 1. We achieve consistently outstanding results and our parents are amazed at how well their children can read and spell.
Janet Hilary, National Leader of Education and Chief Executive Officer, Floreat Education
Sounds-Write has had a significant impact at Princecroft School and is transforming the life chances of our children. From very low starting points the children now make rapid progress in their phonics and by the end of Years 1 and 2 are decoding and reading at standards above their peers nationally.
Michael Park, Headteacher, Princecroft School
Sounds-Write is more than just a scheme for phonics. For Selby Community Primary School it has improved pupils’ self-esteem around reading and writing. Sounds-Write has developed stronger spellers and pupils who transfer their phonics knowledge straight into their written work.
Ian Clennan, Headteacher, Selby Community Primary School
Teachers’ subject knowledge and therefore their confidence with teaching phonics has vastly improved since the implementation of Sounds-Write. The skills taught through the programme are transferable throughout the curriculum with improved reading, writing and spelling from our children.
Lindsay Vollans, Headteacher, St. Michael’s C of E Primary School