Background:

Since its launch in the 2018/19 academic year, the programme has focused primarily on improving the teaching of Systematic Synthetic Phonics and Early Reading.

Evidence from the programme demonstrates that this sustained focus has contributed to improvements in phonics outcomes, ensuring more children are secure in the foundational skills required for successful reading.

Systematic Synthetic Phonics & Early reading remains the principal priority of the English Hub Programme, despite the extension into Early Years, KS2 and Secondary.

Aims:

Embed fidelity to a validated SSP programme, ensuring phonics is taught consistently, systematically and in line with the programme’s intended progression.

Secure a strong start in reading from Reception, enabling all children to develop the knowledge, skills and confidence needed to become successful early readers.

Ensure decodable texts are carefully matched to phonics progression, with cumulative coverage of sounds that reflects both the SSP sequence and the sounds pupils have been taught and can apply independently.

Develop a team of expert reading teachers, building staff knowledge, confidence and expertise in the effective teaching of systematic synthetic phonics and early reading.

Identify and accelerate the progress of pupils who are falling behind, implementing robust phonics assessment and tracking systems to identify gaps in knowledge and provide timely, targeted intervention to help pupils keep up pace with the SSP programme.

Strengthen schools’ wider early reading offer, supporting schools to develop a balanced approach to teaching language comprehension alongside SSP teaching, developing pupils vocabulary, language and love of reading.

Who can access this support:

You must be a state funded school and have a KS1 cohort which completes the PSC.

We will prioritise schools based on the following criteria:

Primary schools with lower than average PSC scores for disadvantaged pupils. Schools with the lowest phonics scores for disadvantaged pupils.
Primary schools where the bottom 20% of children are not on course to reach the expected standard (indicated through regular phonics assessment in school).
Primary schools with a lower than average percentage of pupils meeting the expected standard in the Phonics Screening Check (80% met the expected standard in 2025).
Primary schools with a higher than average proportion of children eligible for pupil premium (for 2025/26 the primary school national average proportion of pupils eligible for deprivation pupil premium was 25.1%1).
Previous partner schools who last received intensive support two or more years ago, have experienced significant systemic change since leaving the programme and who have failed to realise and/or maintain improvement in SSP scores.
Primary schools with a high proportion of groups considered ‘hard to reach’ such as EAL, FSM, travellers. EAL, FSM, travellers.
Schools referred by local partners (e.g. RISE, NLEs, RSCs, LAs).
Primary schools where standards in phonics are identified as areas for development through Ofsted inspection findings.
Primary schools where there is a risk of declining standards in phonics.
Contextual information provided on the Self Referral including, significant changes in leadership.

Purpose of Audit:

The aim of the audit is to support schools to understand their strengths and the next steps that will have the greatest impact on progress in Phonics and Early Reading.

Post audit, the English Hub will release funding and/or Literacy Specialist support, or signpost to one of our CPD Programmes, to support the school in achieving the actions identified.

Funding:

Schools can access funding for; Systematic, Synthetic Phonics Training, resources and decodable books.

Literacy Specialist Support:

Schools can access from 3-12 Literacy Specialist days over 1-2 years.

Literacy Specialists will:

Coach and mentor Early Reading Leads, developing leadership skills.

Model and coach phonics and early reading teaching practice, including interventions.

Provide CPD on evidence informed teaching strategies

Supporte data analysis and use of assessment

Identify, track, and support pupils most in need of intervention

Linked CPD Programme:

Reading Ambition for All

Please see our Events page to find out more

Early Reading