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Best practice in early literacy and phonics

Tables to support initial teacher training (ITT) primary programmes in reviewing and developing their literacy provision in response to the Rose Report, the Primary Framework and the Early Years Foundation Stage (EYFS).

Understanding and applying the simple view of reading

Table for Initial Teacher Training showing Rose recommendations, children's experiences, practitioner knowledge, suggested reading materials and resources.
Clear guidance on the development of children’s speaking and listening skills

Clear guidance on developing children's speaking and listening skills informed by Early Years Foundation Stage (EYFS) and Primary National Strategy (PNS) Framework.
The teaching of high quality, discrete, systematic phonic work

The teaching of high-quality, discrete, systematic phonic work (as defined in the review) is the prime approach to learning to decode and encode.
Embedding phonic work within a broad and rich language curriculum

Phonic work set within a broad and rich language curriculum taking full account of the four interdependent strands of language and enlarging children's stock of words.
The features of ‘Quality first teaching’

The features of ‘Quality first teaching’ as exemplified by the PNS, showing how robust assessment of children's learning secures progression in phonic work and how literacy is developed across the curriculum from the Foundation Stage onwards.

IDP – EYFS: Teaching and supporting pupils with SLCN

Helping early years practitioners with the early identification and support of children with speech, language and communication needs (SLCN).

Module 1: Introduction

Introductory e-learning course module and resources strengthening the confidence and expertise of practitioners and teachers in meeting high incidence special educational needs (SEN).
Module 2: A unique child

This e-learning module for Foundation Stage staff and leaders supporting young children with speech, language and communication needs (SLCN) shows the process of identification of a child's stage of development by recognising, describing, planning and reviewing progress using descriptions taken from EYFS Communication, Language and Literacy Development Matters.

Inclusion Development Programme Supporting children with speech, language and communication needs: Guidance for practitioners in the Early Years Foundation Stage

This booklet and interactive DVD aims to help improve provision for all children and support in developing more inclusive practice, especially for children with speech, language and communication needs. This resource is available for all early years settings and Local Authorities. Ref: 00215-2008BKT-EN Publication date: February 2008

Early reading: Reception and Year 1 timeline of actions – presentation slides

Presentation slides providing a suggested timeline to support practitioners to carry out key actions to ensure children make appropriate progress in their knowledge, understanding and use of phonics in relation to communication, language and literacy.

Early literacy support: Content overview

Tabulated overview of the key strand objectives, letters and sounds and suggested focus for reading/writing for each module.

Early reading: Day 2 – presentation slides

Presentation slides for day 2 of the Early reading continuing professional development (CPD) course. This CPD theme is aimed specifically at schools that wish to address the teaching of early reading across the school or setting. It focuses on Year 1, but has clear links and activities relating to the Foundation Stage and reaching into Year 2.

Early Years Foundation Stage

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