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Bassett Green Primary School

Bassett Green Primary School

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Phonics and Early Reading statement


At Bassett Green Primary School, we prioritise the teaching of Phonics and Early Reading. It is vitally important that children have a secure understanding of the letter sounds and spelling system of English. At Bassett Green we aim to provide children with the skills necessary to be able to read confidently and access information throughout the curriculum to ensure that they reach their potential.


We develop phonic skills through using a systematic synthetic phonics programme ‘Rocket Phonics’, which is a DfE validated programme.  ‘Rocket Phonics’ supports your child to learn all the skills needed to successfully read, write and spell.  It teaches sounds in an order which allows the children to quickly begin to build words.  The programme aims to help every child to keep up and not catch up.


Our whole class daily sessions are pacey and follow the structure:

  • Revisit and review

  • Teach

  • Pupil Practice and application


Each day consists of a specific focus:

  • Day 1 – Sound 1 Blending focus

  • Day 2 – Sound 1 Segmenting focus

  • Day 3 – Sound 2 Blending focus

  • Day 4 - Sound 2 Segmenting focus

  • Day 5 – Tailored to our children’s needs e.g. consolidation, focus on common exception words, assessment, enrichment


Alongside teaching skills such as blending (putting sounds together to read words) and segmenting (breaking words down to spell them), the children are taught ‘tricky words’ (common exception words). These are words that cannot yet be sounded out as the sounds have not yet been taught, such as ‘was’ or ‘me’.


All children will be provided with a decodable reading book from the Rising Stars: Reading Planet series which fully aligns with Rocket Phonics





What is Systematic Synthetic Phonics (SSP)?

Systematic Synthetic Phonics is a way of teaching children to read, write and spell. The sounds that children learn are taught in a specific, systematic order (not alphabetically) so that children can begin to build words from these sounds as early as possible. Phonics supports children to hear, identify and link the sounds that letters make (phonemes) to what the letters look like when written down (graphemes). This helps children to recognise and read words, using knowledge of the sounds to read new or unfamiliar words.


What does this mean for your child?

In their Rocket Phonics lessons, your child will learn to recognise, identify, say and read all of the 44 sounds of the English language along with writing and spelling them. They will revisit sounds they have learned, learn new sounds, take part in stimulating activities to practise and apply their reading, writing and spelling skills and contribute to comprehension quizzes to check for understanding.


Mnemonic system

A mnemonic system is a way of helping children to remember letter-sound correspondences. The words for the key pictures are not decodable at the point of introduction – the pictures are serving as a visual and oral mnemonic to help children recall the focus letter-sound.

See attachment below


Fundamental Concepts of Rocket Phonics

  1. Phonics is overseen by a dedicated phonics leader (Nicola Long and Elodie Parker)

  2. Phonics is taught for a minimum of 30 minutes daily

  3. All staff are supported with regular phonics training.

  4. A clear pathway is followed through the alphabetic code.

  5. Children are not asked to read texts by themselves that they can’t yet read.

  6. The Systematic Synthetic Phonics Teaching principles are taught explicitly

  7. The Teaching & Learning Cycle (revisit and review, teach, practise, apply) is followed

  8. Children are supported to keep up, so they do not need to catch up

  9. Phonics is taught at letter-sound, word, sentence and text levels

  10. Core phonics provision is distinguished from phonics enrichment activities

  11. Teachers have clarity about what, why and how they are teaching

  12. Teachers focus on details, such as accurate modelling and pencil hold.



Reception: Rocket Phonics

Half-termly overview

Autumn 1

/s/ as in sun

/a/ as in apple

/t/ as in tap

/i/ as in insect

/p/ as in pan

/n/ as in net

/m/ as in mouse

/d/ as in dog

/g/ as in goat

/o/ as in octopus

/k/ as in cat

/k/ as in kite

I, the, go, to, no, into

Autumn 2

/k/ as in duck

/e/ as in elephant

/u/ as in umbrella

/r/ as in rabbit

/h/ as in hat

/b/ as in bat

/f/ as in frog and cliff

/l/ as in ladder

/l/ as in shell

/s/ as in dress

Double consonant letters

Two syllable words

I, the, go, to, no, into

Spring 1

/j/ as in jug

/v/ as in van

/w/ as in web

/k+s/ as in fox

/y/ as in yellow

/z/ as in zebra and fizzy

/z/ as in bugs

/k+w/ as in queen


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

Spring 2

/ch/ as in chick

/sh/ as in sheep

/th/ as in thumb and feather short

/n+g/ as in ring

/ai/ as in train

/ee/ as in bee

/igh/ as in light

/oa/ as in boat

/oo/ as in book

long /oo/ as in moon


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

Summer 1

/ar/ as in car

/or/ as in fork

/ur/ as in purse

/ou/ as in owl

/oi/ as in coin

/eer/ as in ear

/air/ as in chair

/y+oor/ as in manure

schwa /uh/ as in hammer Consolidation

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

Summer 2

/w/ as in wheel

/f/ as in dolphin

/ai/ as in crayon

/ai/ as in cake

/ai/ as in acorn

/ee/ as in scene

/ee/ as in shield

/ee/ as in peach


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


Year 1: Rocket Phonics

Half-termly overview

Autumn 1

/igh/ as in child

/igh/ as in time

/igh/ as in pie

/igh/ as in spy

/oa/ as in rope

/oa/ as in snow

/oa/ as in toe

/oa/ as in piano

/ee/ as in happy

/ee/ as in key


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

Autumn 2

/y+oo/ as in unicorn

short /oo/ as in push

/y+oo/ as in cube

long /oo/ as in flute

/y+oo/ as in statue

long /oo/ as in blue

/y+oo/ as in news

long /oo/ as in screw

/ur/ as in herbs

/ur/ as in bird

/ou/ as in cloud

/oi/ as in toy

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

Spring 1

/or/ as in astronaut

/or/ as in strawberry

/oa/ as in shoulder

long /oo/ as in soup

short /oo/ as in should

/ar/ as in father and palm

/ur/ as in pearl and world

/eer/ as in deer and here

/air/ as in square, bear and there

/or/ as in ball

/or/ as in four

/or/ as in core

/or/ as in door

/or/ as in daughter

who, again, thought, through, many, laughed, because, any, eyes, friends, once, please

Spring 2

/s/ as in celery

/j/ as in giraffe

/e/ as in bread

/s/ as in house

/s/ as in fence

/k/ as in school

/sh/ as in chef

/j/ as in bridge

/j/ as in package

/uh/ as in mother


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

Summer 1

/ul/ as in bottle

/t/ as in mixed

/d/ as in drilled

/m/ as in comb

/n/ as in knot

/n/ as in sign

/r/ as in writing

/ch/ as in hatching

/zh/ as in treasure, television, collage


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

Summer 2

/ch+u/ as in picture

/i/ as in pyramid

/s/ as in scissors

/s/ as in whistle

/o/ as in watch

/sh/ as in station

/sh/ as in musician

/sh/ as in percussion


who, again, thought, through, many, laughed, because, any, eyes, friends, once, please



Year 2: Rocket Phonics Next Steps

Half-termly overview

Autumn 1

/ai/ ai, ay, a-e, a, eigh, ei, ea, ey

/ee/ ee, e-e, ie, ea, y, ey, e

/igh/ igh, i, i-e, ie, y

/oa/ oa, o-e, ow, oe, o

homophones and near-homophones suffixes

Autumn 2

/w/ w, wh /f/ f, ff, ph

long /oo/ oo, u-e, ou, ue, ew

/y+oo/ u, u-e, ue, ew

short /oo/ oo, u, oul

/ar/ ar, a, al

possessive apostrophes


Spring 1

/or/ or, au, aw, al, ar, a

/or/ our, ore, oor, augh

/ur/ ur, er, ir, ear, or

/ou/ ou, ow

/oi/ oi, oy



Spring 2

/eer/ ear, eer, ere

/air/ air, are, ear, ere

/s/ s, ss, c, se, ce, sc, st

/j/ j, g, dge, ge

homophones and near-homophones suffixes

Summer 1

/t/ t, tt, ed

/d/ d, dd, ed

/n/ n, nn, kn, gn

/m/ m, mm, mb

/k/ c, k, ck, ch

/r/ r, rr, wr

/l/ l, ll

/ul/ le, il, al, el

possessive apostrophes


Summer 2

/i/ i, y

/o/ o, (w)a (qu)a

/e/ e, ea

/zh/ s, si, ge

/ch/ ch, tch

/ch+u/ ture

/sh/ sh, ch, ti, ci, ssi




Phonics Glossary:

The phonics glossary below includes the main key terms that are useful to know when supporting your child to read using phonics.





The process of using phonics for reading. Children identify and blend the individual sounds together to hear and say the whole word.


These represent how words are structured.

The ‘c’ = consonant and the ‘v’ = vowel.

E.g. cat = cvc

drip = ccvc

milk = cvcc

Common exception word (CEW)

Sometimes called a tricky word, these words have an unusual or tricky spelling, e.g. said, one, their. They are not spelt as they sound.


A letter or group of letters representing one sound. A grapheme is what the sound looks like when written down; the letter shape.


The sound that a letter or group of letters makes. This may also be referred to as a letter-sound.


Using phonics skills to support spelling and writing.  Children listen to the whole word and break it up into the letter-sounds. E.g. ‘lunch’ can be segmented as l-u-n-ch.

sound out

Encouraging children to say each individual sound in a word before saying the whole word aloud.


Useful videos including support with pronunciation of sounds:


A Guide for Parents and Carers


Pink - Phase 2 – Reception


Red - phase 3 – Reception


Yellow – Phase 3-4 - Reception


Blue – Phase 4-5 – Reception/Year 1


Green – Phase 5 – Year 1


Orange – Phase 5-6 – Year 1




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