A systematic, synthetic phonics catch up planning programme following on from Red Rose Letters and Sounds. This planning programme has been developed, evaluated and refined, using the expertise of effective classroom practitioners and phonics experts at LPDS. The intent behind the programme is to provide rigorous and thorough planning to enable children in Year 2 and KS2, who are falling behind, to catch up with their phonic knowledge and application in reading and writing. The programme includes: • a baseline diagnostic screening for blending and segmenting sentences; • an overview of the Phase 4 and Phase 5 Grapheme Phoneme Correspondences covered; • carefully sequenced 12 weeks planning focusing on Phase 4 and the high value Grapheme Phoneme Correspondences from Phase 5; • comprehensive daily lesson planning following the revisit/review, teach, practise and apply phonic teaching sequence; • an opportunity to revisit all of Phase 2, 3, 4 and 5 Tricky Words, High Frequency Words and Common Exception Words (both decodable and non-decodable); • word banks that directly match the teaching of focused graphemes. Plus, additional words to broaden vocabulary and to provide stretch and challenge; • application opportunities planned throughout to ensure blending and segmenting of words and sentences; • a detailed games document; and • a comprehensive assessment tool which includes frequent reflection checkpoints.

The Red Rose Letters and Sounds Learning and Progression Steps for Reading in Reception are designed to support progression for the teaching of reading in the Reception year. They outline the Red Rose Letters and Sounds phonic progression for word reading, including grapheme, phoneme correspondences, tricky words and high frequency words, alongside comprehension development. The comprehension statements have been derived from the Early Years Foundation Stage Statutory Framework, and are designed to support teachers to plan appropriate learning opportunities for the whole class, groups, and individual children, in order to meet end of year expectations in reading.

This planning programme has evolved from Letters and Sounds 2007 and is underpinned by extensive research in CLL with a key focus on Phonological Awareness and the foundations of literacy. It has been developed by literacy experts at LPDS and piloted by effective classroom practitioners across a range of settings. The intent is to provide a rigorous and thorough planning programme in order to strengthen the teaching and learning of Phase 1 Phonological Awareness. It will ensure that children become successful communicators, paving the way for them to make a good start on their reading and writing journey. The programme includes: a carefully planned clear skill progression embedding the continuum of phonological awareness a planning framework exemplifying the seven aspects of phonological awareness: Environmental Sounds, Instrumental Sounds, Body Percussion, Rhythm and Rhyme, Alliteration, Voice Sounds, Oral Blending and Segmenting. These have been written in teaching blocks, with a focus on the three strands: Tuning into Sounds, Listening and Remembering Sounds, Talking about Sounds. comprehensive sections of learning following revisit / review, teach, practise, apply a skills tracker for coverage and assessment maximum exposure to quality texts, songs, rhymes and poems direct teaching and promotion of speaking, listening and attention skills explicit teaching of new vocabulary which is activated and reviewed opportunities to develop, enhance and enliven provision, and strengthen quality interactions links to all Areas of Learning within the Early Years Foundation Stage Framework. Suitable for EYFS settings prior to starting any systematic, synthetic phonics programme which begins at Phase 2 or equivalent. It can be used within nursery, with Reception children where needed, for children with SEND or as an intervention.

The Learning and Progression Steps for Reading in Reception are designed to support progression for the teaching of reading in the Reception year. They outline the phonic progression application for word reading, tricky words and high frequency words, alongside comprehension development. Insert the specific phonic progression, tricky words and high frequency words for your systematic, synthetic programme alongside each Learning and Progression Step. The comprehensive statements have been derived from the Early Years Foundation Stage Statutory Framework, and are designed to support teachers to plan appropriate learning opportunities for the whole class, groups, and individual children, in order to meet end of year expectations in reading. The document is organised into half termly easy to use group grids which support planning for reading, and formative and summative assessment of Reading across Reception towards the Early Learning Goals. These grids can be used alongside any systematic, synthetic phonic programme.

Fast Forward Grammar 2 replaces the original Fast Forward Grammar 1 publication developed by a group of leading teachers. It has been developed to prepare pupils for the higher expectations in the revised National Curriculum and to support them to achieve successfully in the Grammar and Punctuation test at the end of Year 6. This resource is a fourteen week programme of three sessions per week focusing upon sentence structure, word classes and grammatical terminology.

The Push Pack has been designed for Year 6 teachers in order to create an independent evidence base, in conjunction with other work, to support making judgements against the Teacher Assessment Framework for Writing at the end of Key Stage 2 (TAF). This 6-7 week detailed sequence of work revisits a range of reading and writing key skills using a quality text (The 1,000 Year Old Boy by Ross Welford) and supporting link texts. It assumes that children will have already been taught the key skills throughout the Key Stage and this unit provides the opportunity to review and apply skills within a motivating and engaging context. A reading and writing overview has been provided with key skills listed. This highlights the key skills which have been identified for each outcome. However, teachers may decide to supplement sessions / activities with additional skills pertinent to the needs of their class. The Push Pack comprises of two main units: an integrated fiction and non-fiction unit and a separate poetry unit. In addition to the final independent written outcomes referenced above, each sequence embeds a balance of modelled and independent writing opportunities. Opportunities for aiming towards the higher standard in writing are also included.

This half termly publication consists of a thematic unit incorporating poetry, narrative and non-fiction. This unit can be adapted for the skills taught in either Year 1 or Year 2. For this reason, Key Learning has been referenced from both year groups.

This brand new booklet has been created to provide a bank of ideas to support teachers in developing ideas for responding to texts in reading. The ideas can be used within the reading phase of an English unit and in guided reading sessions. Each section includes an overview of approaches with scaffolds and prompts that can be adapted and modified to suit the learning being developed across a range of year groups.

This publication consists of a 4-6 week fiction unit based on the novel ‘The One Hundred and One Dalmatians’ by Dodie Smith. This unit can be adapted to the skills taught in either Year 3 or Year 4, or in a mixed Year 3/4 class. For this reason, Key Learning has been referenced from both year groups.