Reading aloud to my class has always been a treasured part of the day. The shared silence, the collective holding of breath during exciting moments, the spontaneous giggles or gasps: these are the moments that remind me why I became a teacher.
Like many other educators, I attempted to view the introduction of the phonics screening check in 2012 as just another small step in children’s broader literacy development. My goal remained constant: to empower children with the skills that would allow them to independently explore books.
Each phoneme and grapheme we learned was a stepping stone towards the magical moment when they would be able to pick up a book and lose themselves in its pages. The technical skills of decoding were important, but they were always in service of something greater: helping children discover the transformative power of stories, the excitement of learning and the pure pleasure of reading.
But a moment sticks in my memory. When I announced to my Year 1 class that phonics was cancelled that day due to an extended assembly, spontaneous cheers of delight filled the classroom. Had our approach to teaching reading become so mind-numbingly boring that children were actually celebrating not having to learn?
More on literacy:
Twelve years after implementing the mandatory phonics screening check, concluded that more than a decade of rigorous screening and significant investment in synthetic phonics approaches has had no demonstrable positive impact on reading levels among primary school children in England.
In 2024, in this word decoding test despite over a decade of synthetic phonics implementation.
This suggests that a more holistic approach to literacy education is necessary. But after years of adherence to prescriptive, government-mandated reading instruction frameworks, transitioning to a more balanced approach presents a significant challenge for schools. The current system has deeply embedded a narrow, compliance-driven model of teaching reading that isn’t easily dismantled.
Here’s how to create a more balanced approach to reading:
Don’t forget phonics altogether
Systematic phonics instruction isn’t the enemy, especially when approached thoughtfully. Phonics absolutely has a valuable place in primary education provided it isn’t treated as the sole method of teaching reading.
The key is balance and moderation. Short, targeted daily sessions of 10-20 minutes can be incredibly effective in helping children understand sound-letter relationships. These brief, focused lessons allow children to gradually build their decoding skills without becoming overwhelmed or discouraged.
Create a reading-rich environment
Transform your classroom into a literary landscape. Design creative displays that spark curiosity, from Shakespearean quotes hanging from the ceilings to reading nooks that invite exploration. Nurture an environment where staff and children are encouraged to talk about stories, and share their personal reading experiences at any opportunity.
I love a label maker. Strategic labelling throughout your classroom will expose children to written language naturally. Through daily encounters with these labels, children gradually develop letter recognition, understand word meanings and grasp the connections between objects and their written names.
However, it is important to remember that moderation is key: too many labels or overly busy displays can overwhelm children and hinder rather than help their learning.
Look beyond the classroom
Organise curriculum-linked trips and invite guest speakers to create memorable, immersive reading experiences. Listening to Claire Freedman read Aliens Love Underpants was a real “wow” moment for my Reception class, inspiring hours of vocabulary-rich talk and play. also offers fantastic free virtual author events.
You can even host events that make reading fun, from book-themed festivals to Shakespeare performances. (If you are under the impression that a Reception class can’t “do” Shakespeare then I urge you to use musical instruments to recreate the storm from The Tempest with your class and listen out for the explosion of vibrant vocabulary.)
A holistic approach recognises that creating a vibrant reading culture requires commitment, creativity and collaboration.
We should think of phonics as one essential ingredient in the rich recipe of literacy learning, not the entire meal. When integrated with engaging reading experiences, storytelling and activities that celebrate language, phonics becomes a powerful tool rather than a restrictive approach.
Michelle Windridge is a lecturer in education at University College Birmingham, and a former assistant headteacher and EYFS aspiration leader
