Synthetic phonics is an approach to early reading instruction based on teaching children how the written code of English represents spoken language.
 

At its core, it involves:
 

1. Teaching the alphabetic code

Children are taught that:

• words are made up of phonemes (speech sounds)

• these sounds are represented in print by graphemes (letters or letter groups)
   

2. Blending to read

Children learn to:

• look at a written word

• identify the graphemes

• say the corresponding phonemes

• blend those sounds together to read the word

For example:
c–a–t → cat

3. Segmenting to spell

Children are also taught the reverse process:

• say a word

• break it into phonemes

• choose graphemes to represent those sounds

4. Systematic and explicit teaching

Instruction typically:

• follows a planned sequence of grapheme–phoneme correspondences (GPCs)

• introduces correspondences step by step

• uses practice with decodable words that match what has been taught

5. Focus on decoding first

The approach emphasises:

• learning to decode unfamiliar words using the code

• rather than memorising whole words or relying on context

Key idea

Synthetic phonics is designed to give children a starting system for connecting speech and print, so they can begin to read words they haven’t seen before. It is a starting point as synthetic phonics programmes teach only a subset of the full code. Children are expected to extend beyond what’s been taught as they read more, which is where wider learning about the writing system develops.

When SSP validation was introduced
 

• Formal SSP validation began after the Rose Review

• This led to the phonics-first policy in England (from 2007 onwards)

• The Phonics Screening Check (PSC) was introduced in 2012

• A formal DfE validation list of SSP programmes followed, linked to funding
   

Major update to validation
 

• In 2021, the Department for Education revalidated programmes under stricter criteria

• Schools were required to:

  • use a validated SSP programme

  • or justify an alternative

This was part of the government’s push for “fidelity to programme”

What programmes had to align with (2021 framework)
 

Programmes were assessed against detailed DfE guidance, including:

1. Fidelity to a single programme

• Schools should follow one SSP programme consistently

• Not mix approaches

2. Clearly defined progression

• A structured sequence of GPCs

• Rapid teaching in Reception and Year 1

3. Daily phonics teaching

• Whole-class, systematic instruction

• Fast-paced and consistent

4. Teaching of blending and segmenting

• Explicit modelling of:

  • blending for reading

  • segmenting for spelling

5. Use of decodable texts

• Books must be:

  • fully decodable

  • matched to taught GPCs

6. Avoidance of “multi-cueing”

• Programmes must NOT encourage:

  • guessing from pictures

  • context-based reading strategies

7. Coverage of a core GPC set

• Typically around 90–100 correspondences

• Introduced in a planned sequence

8. Assessment and intervention

• Built-in assessment points

• Support for children not keeping up

What evidence providers submitted

Programme developers had to provide:

• full teaching materials

• scope and sequence

• training and implementation guidance

• examples of decodable texts

These were reviewed by the DfE and an expert panel.

Validation confirmed that programmes:

• follow SSP principles

• meet DfE policy requirements
   

But it does NOT ensure:

• full coverage of the alphabetic code

• teacher understanding beyond programme content

• that all children reach independent reading

The validation process ensures:
👉 consistency and compliance

But it does NOT guarantee:
👉 that children reach the self-teaching phase
 

Letters and Sounds was introduced by the Department for Education in 2007 as guidance for teaching early reading through phonics.
 

It is a systematic synthetic phonics approach designed to teach children how the alphabetic code works for both reading and spelling.

The programme is organised into six phases, typically spanning Nursery to Year 2:

• Phase 1 focuses on listening, speaking, and phonological awareness

• Phases 2–4 introduce and practise core grapheme–phoneme correspondences and blending/segmenting

• Phases 5–6 develop knowledge of alternative spellings, pronunciations, and spelling patterns
   

It was widely adopted across England as a non-commercial framework, forming the basis for many later synthetic phonics programmes.

However, it was not a fully resourced programme and relied heavily on teacher interpretation, which led to variation in implementation.
The updated advice to the DfE regarding the old Letters and Sounds programme, and the recommended progression moving forward, can be seen at:
https://www.speechsoundplay.com/dfe-letters-and-sounds-ssp

The DfE recommended removing Phase 1 altogether for children in Reception. We strongly recommend a pre-phonics phase.