What Each SSP Programme Actually Teaches: A Clear Comparison to Support Informed Decisions

Comparing the 45 DfE-Validated Synthetic Phonics Programmes
 

In England, the UK Department for Education has published a list of systematic synthetic phonics (SSP) programmes that meet its validation criteria.

You can view the official list and guidance here:
https://www.gov.uk/government/publications/choosing-a-phonics-teaching-programme

There are currently 45 programmes on this list.
 

Schools are not legally required to use a validated programme. However, government funding for phonics programmes has been made available only for programmes on this validated list. This includes funding for:

• the purchase of a phonics programme

• associated training and materials

This funding has been delivered through the English Hubs programme.

English Hubs work directly with partner schools and provide:

• funding to purchase a validated SSP programme

• funded training linked to that programme

• in-school support from literacy specialists

Schools receiving this support are expected to:

• select a single systematic synthetic phonics programme

• implement it with fidelity across the school

As a result, although schools can technically choose any approach, access to funding and support is tied to programmes that meet the UK Department for Education validation criteria. In practice, this has led to widespread adoption of programmes from this list.

Despite this, there is no official comparison that shows, in detail, what each programme teaches, how it is structured, or how children are likely to experience it.

This page will provide that comparison.

What Phonics Reform England (PRE) Will Do

This page will systematically review all 45 validated SSP programmes using the same criteria, so that differences in content, structure, and approach can be seen clearly.

It will combine:

• explicit mapping of what is taught

• analysis of how it is taught

• evaluation of likely learner experience
   

What Will Be Shown for Each Programme
 

Each programme will be analysed and presented using a small number of core features. These have been selected to provide a clear and consistent basis for comparison.
 

Grapheme–Phoneme Correspondences (Scope and Sequence)
 

• The full set of grapheme–phoneme correspondences explicitly taught

• The order in which they are introduced

• How the sequence aligns with the UK Department for Education suggested progression for those aligned with the old Letters and Sounds Programme 

This will make the scope and sequence visible for direct comparison.

High-Frequency and Common Exception Words
 

• The specific words included in the programme

• The order in which they are introduced

• How they are taught in practice
   

This includes whether words are:

• mapped to sounds and spellings

• partially analysed

• or presented for recognition and recall

Reading Books and Text Alignment
 

• The books used within each programme

• How these texts align with the taught GPCs

• What children are expected to read at each stage

This shows the relationship between teaching and reading practice.

Assessment and Progress Tracking
 

• The assessments used within the programme

• How progress is monitored

• How decisions are made about moving children forward

This includes:

• in-programme assessment

• formal checks where used

• tracking systems provided

Pre-Phonics and Early Risk Identification

• Whether the programme includes assessment before phonics begins

• How children at risk are identified early

• What indicators are used to flag concern

Analytical Overview

Each programme will also include a short, evidence-informed overview of:

Strengths

• In relation to the research base (science of reading)

• In relation to how children learn (science of learning)

Limitations

• Where gaps or constraints may arise

• Where decisions are left to the teacher

Likely Learner Experience

A specific focus will be given to:

• how a child is likely to experience the programme day to day

• what happens when learning is secure

• what happens when it is not

This includes particular attention to children at risk of not progressing as expected, often described as around 1 in 5 learners.

Why This Comparison Is Needed

All programmes on the UK Department for Education validated list were deemed to meet the same core criteria.

However, the detail of what is taught, how it is sequenced, and how children are supported is not currently presented in a way that allows direct comparison.
 

This page will make that information visible.

What You’ll Be Able to Do

Once complete, this comparison will allow you to:

• compare programmes side by side

• see exactly what is taught and when

• understand how words and texts are introduced

• review how progress is assessed

• and consider how each programme may work for different learners