Southfield Primary, South Yorkshire

“Early reading and early writing are taught well. […] Staff teach pupils to read sounds and form the matching letters. […] Leaders prioritise early reading and writing, which are taught well. Children move quickly from early mark-making to precise and accurate letter formation. […] By Reception, they can read a wide range of words and sentences. Children are very well prepared for the next stages of their education. […] Staff have an excellent understanding of the early years curriculum, which sets out the words and sounds each child needs to use confidently. ”
School Inspection: Strong standard in three areas and Expected standard in four areas.
Previous Inspection: Good

Spellbrook CofE Primary School, Hertfordshire

“pupils achieve well in phonics, where results continue to exceed national averages. […] Teachers begin teaching early reading as soon as children enter the Reception Year. Consistent phonics teaching from the start helps children excel in this area as they move on to their next stages of learning.”
School Inspection: Expected standard in all areas
Previous Inspection: Good

Stuart Road Primary Academy, Devon

“Pupils achieve well because staff track learning closely and address gaps quickly. Effective phonics teaching leads to outcomes above national averages in the phonics screening check in Year 1. […] Younger pupils begin each day with high-quality phonics, taught appropriately by well-trained staff. Pupils are supported to develop their writing alongside phonics and through studying different types of texts. Daily handwriting practice secures pupils’ writing fluency.”
School Inspection: Strong standard in two areas, Expected standard in five areas.
Previous Inspection: Good

Sandcross Primary School, Surrey

“In the Reception Year, routines for the teaching of phonics are well established. Children revisit sounds regularly. Targeted catch-up ensures that those who need additional support keep up with the pace of the programme. Children apply sounds confidently in their independent writing across both indoor and outdoor areas and take pride in sharing their work with adults.”
School Inspection: Strong standard in three areas and Expected standard in four areas.
Previous Inspection: Good

Elmhurst Primary School, London

“Key skills in reading, writing […] are prioritised and revisited, with pupils practising new ideas step by step before applying them independently. The curriculum ensures that pupils have the knowledge that they need to read with fluency and accuracy. As a result, pupils engage deeply with their reading, demonstrating their ability to discuss authors’ choices, to imagine settings and to sustain interest across a wide range of texts. Phonics is taught systematically, and children practise blending sounds and segmenting words confidently, quickly building their knowledge to read and write independently.”
School Inspection: Exceptional in six areas, Strong standard in one area.
Previous Inspection: Outstanding

Torre Church of England Academy, Devon

“Communication and language are a clear priority. Phonics is taught well. Children make good progress, ensuring that they are ready for Year 1. Children are encouraged to be independent, resilient learners from the start. […] Although some pupils in the early years start school with lower than average levels of development, most quickly gain the language, communication, number, phonics and handwriting skills they need for Year 1.”
School Inspection: Strong standard in all areas
Previous Inspection: Good

Ashford Hill Primary School, Berkshire

“Children are introduced to early reading and phonics as soon as they join the school. Staff expertly identify and address any gaps and misconceptions quickly. This means that children, including those with SEND, become confident readers. […] Reading has a high priority. Leaders make sure that pupils who need extra help with their reading are supported well and catch up quickly. Staff take every opportunity to promote pupils’ love of reading.”
School Inspection: Strong standard in five areas, Expected standard in two.
Previous Inspection: No previous inspections

Dovedale Community Primary School, Liverpool

“Reading is a strength. Pupils enjoy books and talk about them with enthusiasm. Typically, pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, are well prepared for future learning. In reading [and] writing, pupils build strong foundations on which to build further learning, as a result of consistently effective teaching. This is typically reflected in the school’s above-average published outcomes in reading and writing at the end of Year 6 and in the Year 1 phonics screening check.”
School Inspection: Strong standard in five areas and Expected standard in two
Previous Inspection: Good

Saint John Fisher Catholic Voluntary Academy, Leicestershire

“Reading is prioritised. Pupils who need more time to secure their phonics receive targeted support. Staff deliver the phonics programme with consistency and confidence. Across subjects, pupils are supported to access more complex texts and ideas. Pupils are encouraged to develop their understanding of the world through exploring and reading a range of texts and genres in the school’s new library.”
School Inspection: Strong standard in four areas and Expected standard in three areas
Previous Inspection: Good

Sidney Stringer Primary Academy, West Midlands

“Children quickly begin to learn phonics. They practise these skills regularly. This means that the majority of children learn the sounds they need to read words. Staff make sure that any gaps in children’s phonics knowledge are swiftly addressed, for example by working with these children individually at the start of the school day. […] There is a sharp focus on developing pupils’ vocabulary, communication skills [and] phonics awareness.”
School Inspection: Strong standard in all areas
Previous Inspection: Outstanding