StoryTime Phonics Title


We teach phonics following the Letters and Sounds guidance using StoryTime Phonics. This is a systematic approach which uses real books to give context to each new sound.

To find out more about Letters and Sounds, please click here. 

Each session introduces a new sound, with a new book, as well as recapping previously learned sounds. Below are the sounds that your child will learn in Reception and Year One.

For short videos on helping your child learn to read with phonics, click on the owl!



blend — to draw individual sounds together to pronounce a word, e.g. s-n-a-p, blended together, reads snap

segment  — to split up a word into its individual phonemes in order to spell it, e.g. the word ‘cat’ has three phonemes: /c/, /a/, /t/

digraph — two letters making one sound, e.g. sh, ch, th, ph.

vowel digraphs - comprise of two vowels which, together, make one sound, e.g. ai, oo, ow

split digraph — two letters, split, making one sound, e.g. a-e as in make or i-e in site

grapheme — a letter or a group of letters representing one sound, e.g. sh, ch, igh, ough (as in ‘though’)

grapheme-phoneme correspondence (GPC) — the relationship between sounds and the letters which represent those sounds; also known as ‘letter-sound correspondences’

mnemonic — a device for memorising and recalling something, such as a snake shaped like the letter ‘S’

phoneme — the smallest single identifiable sound, e.g. the letters ‘sh’ represent just one sound, but ‘sp’ represents two (/s/ and /p/)

VC, CVC, CCVC — the abbreviations for vowel-consonant, consonant-vowel-consonant, consonant-consonant-vowel-consonant, which are used to describe the order of letters in words, e.g. am, ham, slam.


Image result for phonic fairyWho is the Phonic Fairy? Image result for phonic fairy

Once upon a time, a little girl discovered a secret. She stood a stool on a chair on a box and climbed on top of the whole teetering pile. Reaching up, she teased a book from the top of the bookshelf with her fingertips, and clutched it to her as she climbed down. She took it into the light and blew the dust from its cover, and as the dust flew into the shaft of light, she saw something that changed her life. That dust wasn’t the normal kind of dust – as it floated and glittered in the light, she knew that it was the sign of something magical. It was fairy dust, and it meant there was a fairy in the book, reading and loving the story, bringing it to life, crying with the characters who are lost, afraid with the girl alone in the woods, laughing with the two jolly knights. This girl, the one who had climbed on a stool on a chair on a box, this girl had found the Phonic Fairy, who had come to share her love of stories with the little girl.