A one off payment for resources, with no annual subscription required to continue accessing them.

The entire programme can be purchased here.

A very close alignment to LaS 2007:

Details of the minor adjustments can be found here.

Fully planned and resourced lessons (but with the flexibility to make amendments to respond to needs identified through assessment):

Lesson activities are interactive & varied. They encourage reading for meaning and writing for a purpose. Revision is built into revisit & review, practise and apply each day (not just in revisit & review) to ensure children have plenty of opportunities to revisit previous learning. Teachers' notes explain how small amendments can be made to lessons to focus on aspects of phonics identified as AfDs through assessment. All lesson resources are provided either as printables or in Powerpoint/Smart Notebook files for the IWB. NB: You will need to have Smart Notebook 11 or later to open the Smart Notebook files or be certain you will be able to convert them to the software on your IWBs (which I know some schools have done).

Phase3PlanningResources2

‘The children have very much enjoyed the active games (and teachers too!). We like how everything has a purpose and the children find the activities very motivating, rather than just reading words on the whiteboard. This has increased their motivation and enjoyment as well as their involvement in their learning – they spend all parts of the lessons actively involved in some way. The planning and resources have had a positive impact on their learning.’

Reception teacher, Bournemouth

'I can see how much children enjoy the activities and it really makes learning phonics fun! The variety of activities keep them actively engaged during the whole lesson.’

Y1 Teacher, Beaconsfield Primary School, West London

Samples of planning and resources can be accessed here.

Picture mnemonics for teaching the graphemes:

There is a set which cover the single letters of the alphabet and these include handwriting formation stories.

There are 2 further sets, which cover the digraphs from Phase 3 and Phase 5a. These utilise the picture mnemonics from the single letters and combine them with a SHORT story to link to the digraph made.

MnemonicPack1

'The mnemonic cards are a super easy way for children to remember how to form the letters correctly. The short story hooks the children's imagination and embeds the learning so that it can be recalled at a later date. I have been using them successfully for a number of years. They are my 'go to' resource.'

Reception teacher, Ealing

‘I've found that the mnemonic stories have helped children with the reading and spelling of more difficult sounds such as 'ir', 'au', 'aw' and 'ou' and 'ey'. Children can easily recall the sounds and actions that go with the stories which I think has helped them a lot.'

Y1 teacher, Southall

Further information is available here.

Tricky Word Spelling Mnemonics:

Children can find some of the tricky words difficult to spell. The programme provides a mnemonic for spelling each one.

TrickyWordMnemonics

‘The guidance on how to teach the tricky words along with the resources, visual aids and songs has been powerful in supporting children of all abilities.‘

Reception teachers, Beaconsfield Primary

'The tricky word mnemonics have been a huge success in my current and previous class! I've found that the children who are normally behind with their learning are spelling those words correctly!‘

Y1 teacher, Beaconsfield Primary

Further information is available here.

A series of writing mats to support children’s spelling as they move through the programme:

There is a choice of early grapheme mats which incorporate the grapheme mnemonics above and these are available as part of grapheme mnemonics packs 1 & 2. There is a further grapheme writing mat for Phase 5a & b and one for Phase 5c (incorporating best bets) and these are provided as part of the planning and resources packs. A colour coded tricky word writing mat is provided in the planning and resources pack for each phase.

WritingMats

Clear information for teachers and children on HOW to work out alternative pronunciations in unknown words.

Video examples of HOW to work out alternative pronunciations can be viewed here.

A set of ‘Best Bet train cards’ identifying the best graphemes to use for a phoneme in different positions in words when spelling:

BestBetTrainCards
These are introduced following spelling investigations in Phase 5c and displayed on the classroom wall for everyone to refer to when engaged in spelling activities thereafter.

'As a Year 1 class teacher I have been using the ‘best-bet trains’ in my daily whole class phonic teaching, as well as in shared and guided writing.  I have found them an invaluable tool in helping support children in choosing the ‘best bet’ for representing a phoneme in initial, medial and final positions in words.  They are displayed in the classroom as a quick reference point that is highly visual for children to use.'

Y1 Teacher, Ealing

Further information is available here.

An assessment tool to enable you to track children’s progress through the programme & inform teaching:

AssessmentTool
This contains everything you need to assess and record the children's progress through Lesley Clarke's Letters and Sound. It includes Excel spreadsheets and printable materials to use with the children.

Further information is available here.

Fully resourced group and 1:1 interventions:

Phonics 10 is a group intervention for children who have fallen behind/are at risk of falling behind.

‘We are seeing great success with the Phonics 10 intervention.  Having previously had handfuls of children move through LKS2 still struggling to pass the PSC, since delivering Phonics 10, the majority have made exceptional progress and have exceeded the pass rate.  Staff have commented that this is reflected in their reading and writing within the classroom.  What myself and LSAs really like is the scripted nature of the intervention.  Once you have identified the children's gaps, there is a menu of lesson plans to choose from which tell support staff exactly how to deliver the intervention.’

Deputy Head, Bucks

1:1 Interventions provide extensive support for children who need even more support to keep up/catch up.

1 1Interventions
'Overall the games were very motivating.'

'Pupils made rapid progress.'

'They were really easy to fit in the routine of the school day as they were very quick to do.'

'The instructions are very clear and easy to follow.'

Primary School, Southall

Further information is available here.

The option to use 'Phonics Tracker' for your assessments.

For those schools who are already using Phonics Tracker to assess phonics and wish to continue doing so, you can simply select Lesley Clarke's LaS from the list of programmes available in the tracker. Lesley Clarke's Letters and Sounds comes with its own Assessment Tool, so using Phonics Tracker is not an essential part of the programme - that is a choice for individual schools to make, as it comes at an additional cost. However, it does enable schools to more easily track the progress of specific pupil groups, as well as having other additional features. Follow the link in the heading above to find out more information.

A booklist of over 600 fully decodable materials which match the programme:

This enables you to quickly match existing books and identify texts which will fill any gaps in provision.

Lesley's book list is incredibly helpful to us and acts as a great guide as we select new decodable readers.  With Lesley's experience, knowledge and passion for phonics, I know that she has looked at each text carefully and can trust her judgement on where they sit within the SSP programme.  We are currently using the book list to select new Phase 5 books.  It is clear from the list that Lesley has considered the importance of non-fiction as well as fiction.  It's really useful that the list includes a variety of reading levels available for each Phase in the phonics programme to cater for lowest 20% (shorter, simpler texts) and challenge more able readers (longer texts with more challenging sentence structures).’

Deputy Head, Lane End Primary

This can be accessed here.

Over 100 fully decodable poems matched to the programme:

Phase2EvenMorePoems

‘As our pupils were really motivated by Lesley's first set of poems, we did not hesitate to purchase more of them!‘

Phonics Lead, Beaconsfield Primary School

‘I have been using the poems in Guided Reading and the engagement from the children is really high!  They really enjoy looking at the illustrations and talking about what they can see before reading the poem.  The illustrations help with the children's understanding of the poem.‘  

Deputy Head, Lane End Primary School.

Further details and free samples can be accessed here.

High quality online training:

‘The most useful course I've been on in the last 10 years, even though you had to do it on Zoom. I can't thank you enough!

You can read more evaluations of Lesley's training here.

It is important for all staff (including members of SLT) to attend the core training sessions, so they

  • have the subject knowledge needed to effectively teach/observe others teach synthetic phonics
  • understand how the programme is constructed and the order in which knowledge and skills are taught.
  • become familiar with the key routines involved in teaching the programme.
  • learn the phonic rules they will need to teach as part of the programme.
  • understand how to help children who cannot yet orally blend/segment words (as these are the key skills needed for learning to read and spell words).

Contact me for details of the training packages available to support effective implementation of this programme.