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Floppy's Phonics

Debbie Hepplewhite helps you to make the best use of Oxford Reading Tree's Floppy's Phonics Programme

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Headteacher's Testimonial

Testimonial from Sam Bailey in 2013:

"Debbie has crafted magic, creating an approach to phonics that - put simply - works! Adopting Floppy's Phonics Sounds and Letters in 2011, we were delighted that 70% of our Y1 pupils secured the pass rate. In 2013, this has risen to 93%, and KS1 standards in reading, writing (and maths!) are up as the children are engaged, focused, motivated learners. This isn't about phonics - it's a pedagogical approach based on expectation, challenge, autonomy and rigour. The kids love it - and so do the staff!"

Update to Debbie from Sam 2014:

"Our first Floppy's Phonics cohort (Reception 2011) are due to graduate from Y2 this summer - 98% are L2+ in Reading, and 40% L3+.
Our previous baseline, you may remember, was 50% L2+ and less than 10% L3.

Our 2014 Y1 phonics results are 98%! Amazing!

This stuff seriously WORKS - but then you know that!"

Sam Bailey, Headteacher, Cookridge Primary School, Leeds

We look forward to hearing more from Sam in the future as she has now taken up a headship in another school…

Review of Floppy’s Phonics by ‘Teach Primary’ Magazine

Untitled Document

"Written by phonics expert Debbie Hepplewhite, this is a complete, stand-alone early years programme, and the best I’ve seen on the market by a country mile. Outstanding. In a word, that’s what the new Oxford Reading Tree Floppy’s Phonics Sounds and Letters resource is. The resources are rich in variety and oozing with class. This must be what a Rolls Royce feels like to drive. The luxury end of the market normally has a high price tag but the Oxford Reading Tree resources are decently priced and well within budget and you can mix and match as needed. It’s not a bad time to be an early years learner or teacher. Highly recommended."

To read the full review, click HERE

Follow Debbie!

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ChilderHubChilderThorntonEnglishHub@ChilderHub·
2h

A roundup of the best new children's picture books and novels.
https://www.theguardian.com/books/2020/sep/26/childrens-books-roundup-the-best-new-picture-books-and-novels

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EdInspireEduInspire@EdInspire·
1h

@ScottGeisler12 @ehanford Leonard Bloomfield: 'Teaching Children to Read' (1961) That's 60 years!

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SusanGodslandSusan Godsland@SusanGodsland·
2h

@jennyray66 It's 'blame the child' again.
''She doesn't love reading? Then she'll never learn to read''.

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WarfordMattMatt Warford@WarfordMatt·
17h

@natwexler made it clear in The Knowledge Gap: “If kids don't have the vocabulary and knowledge to read the passage in the first place, they're not going to be able to find the main idea.” We can either follow the science or keep getting the same results!Definition of insanity? https://twitter.com/mindshiftkqed/status/1310279295164657665

MindShift@MindShiftKQED

Kids are taught to read one-off articles about a topic that allows them to practice the “skills” of reading comprehension. But without vocabulary and content knowledge, those skills are tough to apply. http://ow.ly/SpvR50BALyg

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abigail_steelAbigail Steel@abigail_steel·
2h

Looking for primary schools willing to trial a new phonics programme for three weeks after half term - any volunteers please?

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PhonicsforSENAnn Sullivan@PhonicsforSEN·
4h

@debbiehepp @katiebillington @JoAnneGross1 @TheReadingApe @JapanesePolar @SusanGodsland @anneglennie @TRT_Tricia @ThinkReadTweet I loved the people in the programme and really warmed to them and their stories. It was a bit frustrating to watch and not be told 'how' all this was being achieved. I too was shouting at the screen, much to the amusement of my husband. Hopefully the how in the next programme!?

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PhonicsforSENAnn Sullivan@PhonicsforSEN·
4h

@debbiehepp @katiebillington @JoAnneGross1 @TheReadingApe @JapanesePolar @SusanGodsland @anneglennie @TRT_Tricia @ThinkReadTweet Yes, the rainbow alphabet did make my heart sink!

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katiebillingtonKatherine Wang@katiebillington·
4h

@debbiehepp @JoAnneGross1 @TheReadingApe @JapanesePolar @SusanGodsland @anneglennie @PhonicsforSEN @TRT_Tricia @ThinkReadTweet Indeed, wooden letters, sand, shaving foam, modelling clay, word coffins etc all great entertainment, but never made any difference to Alex either.
He had a horrible time writing letters in YR & Y1 and he couldn't establish basic Phoneme Grapheme Correspondances.
(Still weak)

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katiebillingtonKatherine Wang@katiebillington·
4h

@PhonicsforSEN @debbiehepp @JoAnneGross1 @TheReadingApe @JapanesePolar @SusanGodsland @anneglennie @TRT_Tricia @ThinkReadTweet I doubt it. Dyslexia practitioners keep their magic close to their chests, it helps maintain the claim of "expertise"
None of them could ever tell me what they did, other than that they were a specialist. Prob was it always takes a year or so to see results, and that's £££...

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PhonicsIntPhonics International@PhonicsInt·
17h

We've refreshed this training page for Debbie's range of training options: https://phonicsintervention.org/tutoring-uk/

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