17 Phonics Activities to Prepare for the Phonics Screening Check

Building strong phonics skills is essential not only for passing the check but for fostering confident, independent readers.

Here, we’ve gathered a range of tried-and-tested phonics activities designed to support sound recognition, blending, segmenting and spelling, all while keeping learning fun and interactive. Plus, we’ve included a free phonics tracker template to help you monitor pupils’ progress and plan targeted support.

Sound recognition and blending

Helping pupils identify and blend sounds is a crucial step in developing early reading skills. Try these activities in your classroom:

Sound-to-Letter Matching: Use flashcards of letters and sounds. Pupils match the correct sound to the letter or digraph.

Sound Boxes (Elkonin Boxes): Pupils segment words into individual phonemes by placing counters or tokens in boxes as they say each sound.

Robot Talk: Teachers say words slowly, separating the phonemes (e.g., /c/ /a/ /t/), and pupils blend them to read the word.

Segmenting and Spelling

Once pupils can hear and blend sounds, segmenting and spelling helps solidify their understanding:

Segment and Spell: Pupils hear a word, segment the phonemes and write each sound in order.

Sound Swap Games: Pupils use letter tiles to change a phoneme in a word to create a new word (e.g., swap /c/ in “cat” with /h/ → “hat”).

Word Ladders: Start with one word, pupils change one sound at a time to make a new word and see how high they can make their word latter!

Segmenting and Spelling

Once pupils can hear and blend sounds, segmenting and spelling helps solidify their understanding:

Segment and Spell: Pupils hear a word, segment the phonemes and write each sound in order.

Sound Swap Games: Pupils use letter tiles to change a phoneme in a word to create a new word (e.g., swap /c/ in “cat” with /h/ → “hat”).

Word Ladders: Start with one word, pupils change one sound at a time to make a new word and see how high they can make their word latter!

Grapheme/Phoneme Games

Make phonics practice more interactive with games that focus on graphemes and phonemes:

Phonics Snap: Pupils play snap with cards showing graphemes or words.

Phoneme Fishing: Pupils “fish” for words or letters that match a particular phoneme.

Odd-One-Out: Pupils listen to or read a set of words and identify the word that doesn’t share the target phoneme.

Nonsense or Alien Word Practice

The phonics screening check includes ‘alien’ or nonsense words, so it’s essential pupils are comfortable reading unfamiliar words:

Alien Word Games: Pupils read nonsense words aloud to find out the name of the alien, use visuals like “alien characters” to make it fun.

Alien Word Sorting: Pupils sort nonsense words by phoneme or spelling pattern.

Listening & Discrimination

Developing pupils’ listening skills ensures they can discriminate between similar sounds:

Phoneme Spotting: Pupils listen to a sentence and identify the target sound.

Odd Sound Out: Pupils hear three words and identify the one with a different initial, medial, or final sound.

Sound Detective: Pupils distinguish between words that differ by only one sound (e.g., “pin” vs “pen”).

Phonics Fun and Games

Finally, make phonics practice engaging with activities that feel like play:

Phonics Treasure Hunt: Hide cards with words or phonemes around the classroom for pupils to find and read.

Interactive Whiteboard Activities: Use the interactive phonics activities in Lexia Core5 Reading on the whiteboard to engage the whole class

Phonics Board Games: Create simple board games where pupils read words to move spaces forward

Phonics Fun and Games

Finally, make phonics practice engaging with activities that feel like play:

Phonics Treasure Hunt: Hide cards with words or phonemes around the classroom for pupils to find and read.

Interactive Whiteboard Activities: Use the interactive phonics activities in Lexia Core5 Reading on the whiteboard to engage the whole class

Phonics Board Games: Create simple board games where pupils read words to move spaces forward

Building Literacy Resilience: Preparing Students for GCSE Success

For secondary school leaders, preparing students for GCSE exams is one of their most critical responsibilities. Success in these exams opens doors for students, shaping their future educational and career paths. However, literacy challenges often hinder pupils from reaching their full potential. Strong reading, writing, and comprehension skills are essential not only for English GCSEs but for success across the entire curriculum.

The Role of Literacy in GCSE Achievement

Literacy skills are fundamental to understanding, interpreting and responding to exam questions, regardless of the subject. From analysing texts in English literature to comprehending complex word problems in maths, students need solid reading and comprehension skills to perform well. Poor literacy can affect students’ confidence and lead to lower achievement, even in subjects where they have strong content knowledge.

Secondary schools need to ensure that literacy gaps are addressed early, allowing students to approach their GCSE years with confidence. Schools that focus on building these skills consistently across all key stages will likely see stronger results come exam time.

Enhancing Vocabulary and Comprehension for Exam Success

One of the biggest barriers students face in GCSE exams is the vocabulary and comprehension demands across different subjects. For example, science exams require the correct use of technical terms, while subjects like history involve the analysis of source material. When planning intervention for these students, a focus on targeted vocabulary instruction and regular practice with reading comprehension tasks, exposing students to a variety of texts across subject areas.

By exposing students to a variety of reading materials and providing practice in applying their skills in different contexts, students are better prepared to tackle the challenges of the GCSE exams. This not only helps them in their English exams but also supports success in all subject areas where literacy is key.

Building Resilience Through Independent Learning

Encouraging independent learning is another effective way to prepare students for GCSE success. Empowering pupils to take ownership of their literacy development can build the resilience needed to handle exam pressures. Providing opportunities for self-paced learning, alongside structured support, can enhance students’ confidence as they tackle more challenging texts

Schools that foster resilience in their learners through independent practice and literacy support set students up not only for exam success but for the broader demands of further education and employment.

Preparing Students for GCSEs with Lexia PowerUp

To support secondary school leaders in their goal of raising GCSE outcomes, Lexia PowerUp Literacy offers a comprehensive solution. By targeting literacy skills such as word study, grammar, and comprehension, the program adapts to the unique needs of each student.

PowerUp is designed to help students close literacy gaps and build the skills needed for success across all subjects. With its focus on independent learning and resilience, PowerUp equips students with the confidence and skills they need to excel in their GCSE exams and beyond.

Lexia in Action: Meet the competition winners!

This term, we invited schools across the UK to take part in our Lexia in Action competition, a celebration of the creativity, commitment and impact behind high-quality Lexia implementation.

We were overwhelmed by the thoughtful submissions showcasing how educators bring Lexia to life in their classrooms, intervention spaces and wider school communities.

Today, we’re excited to announce our winners, three fantastic examples of Lexia in Action, each demonstrating how purposeful, data-informed practice can transform pupils’ literacy confidence.

Winner: The Forest School, Wokingham

Submitted by: Lisa Hollands, Learning Support Assistant

Our winning submission stood out for its creativity, consistency and inspiring whole-school culture of celebration.

Two years ago, Lisa took on the responsibility for Lexia interventions and immediately found ways to tailor the experience around pupils’ needs. One of her first changes was transforming the intervention rooms:

“Many of our students particularly struggle with the grammar section of Lexia, so I filled the walls with simple explanations and examples… Students regularly refer to these visuals, and they have proved extremely helpful in supporting their understanding and confidence.”

Lisa didn’t stop there. She revamped how progress was celebrated by handing out certificates daily, paired with a small treat to recognise success in the moment.

“This simple change has had a huge impact—students are much more motivated, and they now push themselves to complete levels.”

Her weekly “Longest Streak” challenge keeps pupils focused and encourages them to ask for help when they need it, building both independence and resilience. Even staff get involved:

“We make it a point to model that mistakes are normal, even staff don’t always get the answers right! The students… take great joy in catching us out.”

A termly staff–student competition added a sense of fun and community and as the school has grown, so too has the Lexia cohort.

Congratulations to Lisa and The Forest School for an outstanding, learner-centred approach to Lexia!

Runner Up: Holy Rosary Primary School, Belfast

Submitted by: Pame Muñoz-Cabrera, Newcomer & Diversity Leader

Holy Rosary impressed us with its deeply embedded approach to supporting newcomer pupils and learners with diverse needs.

Lexia plays a central role in the school’s blended literacy strategy:

“We embed Lexia daily as part of a blended approach to reading instruction.”

Direct teaching works hand-in-hand with Lexia’s adaptive tasks. Pame uses Lexia’s resources to plan small-group interventions focused on phonics, vocabulary, and reading strategies:

“Lexia adds to their learning journey by reinforcing these skills digitally and giving them confidence through personalised practice.”

To keep engagement high, the team at Holy Rosary do the following:

• Support pupils in tracking their own progress through Lexia’s dashboards, which motivates them to reach milestones.
• Celebrate achievements weekly with certificates, shout-outs and treats.
• Use Lexia’s data to plan interventions and ensure every child gets the right level of challenge.

This thoughtful, consistent approach has made a real difference for pupils at Holy Rosary.

Runner Up: King Edward VI Community College, Totnes

Submitted by: Yasmin Biggins, Literacy Lead

Our second runner-up demonstrated powerful, whole-school consistency from Year 7 all the way to Year 11.

“We have been using Lexia for two years, and the impact it has had on our students has been truly life-changing.”

Anchor charts and display materials support literacy across the intervention space, and older pupils benefit from bespoke GCSE-aligned targets. The end-of-year data tells a compelling story:

“Many demonstrate significant gains in their reading and spelling ages, with some even exceeding age expectations.”

Motivation is boosted with generous prizes, many donated by the local community. Highlights include skip-the-queue passes, food vouchers and an end-of-term raffle. Sharing progress updates with donors has strengthened community relationships as well as pupil engagement.

The most meaningful impact, however, is on students’ confidence:

“When a child who previously struggled with low self-esteem and confidence feels secure enough to raise their hand and read aloud, it is a clear sign that the programme is making a meaningful difference.” Yasmin Biggins, Literacy Lead

5 Festive Literacy Activities to Get Your Students Reading

The festive season is upon us, and what better way to celebrate than by infusing the festive spirit into your classroom literacy activities? Christmas-themed literacy exercises not only engage students but also make learning more enjoyable.

Here are 5 Christmas-themed literacy activities to keep your pupils reading all the way up to the end of term:

1. Santa’s Spelling Workshop

Transform your classroom into Santa’s Spelling Workshop by organising a spelling competition with a festive twist. Include words related to Christmas, winter and festive traditions. To add an extra layer of excitement, you can offer small rewards or certificates to the winners.

2. Christmas Story Writing Contest

Encourage creativity and imagination by hosting a Christmas story writing contest. Students can craft their own festive tales, incorporating characters like Rudolph, Santa, or even mischievous elves. Display the winning stories in the school library to showcase the budding literary talents of your students.

3. Seasonal Poetry Contest

Introduce the art of poetry by organising a seasonal poetry contest. Students can compose and perform poems that capture the essence of Christmas, winter landscapes, or their own experiences. This activity not only hones their literacy skills but also builds confidence in public speaking.

4. Festive Book Club

Start a festive book club where students can choose and read Christmas-themed books together. This not only promotes reading but also encourages thoughtful discussions about the plot, characters, and themes. Consider inviting local authors or storytellers to share their festive tales with the students.

5. Elf on the Grammar Shelf

Create an “Elf on the Shelf” inspired grammar game. Place a mischievous elf figurine in different spots around the classroom, each time with a note containing a sentence with a grammatical error. Challenge students to find and correct the error, turning it into a fun and interactive grammar lesson.

Embracing the festive season in your literacy activities adds a touch of joy and enthusiasm to the learning environment. These Christmas-themed activities not only promote literacy skills but also foster a love for reading and writing.

As you plan next year’s curriculum, don’t forget include Lexia Core5 Reading and Lexia PowerUp Literacy  in your plans to support students in their literacy journey.

Merry Christmas and happy reading!

How Secondary Schools are Transforming Literacy with Lexia PowerUp

Across the UK and Ireland, secondary schools are using Lexia PowerUp Literacy to close literacy gaps and help students access the full curriculum with confidence. Designed specifically for older learners, PowerUp provides an independent, targeted, evidence-based approach that adapts to each student’s needs, building essential reading, vocabulary, and comprehension skills.

We’ve gathered voices from secondary educators nationwide who’ve seen measurable progress, renewed student motivation and powerful data that informs effective intervention.

These schools are helping their students catch up and keep up, and your school can too. Hear first-hand how Lexia helps teachers turn assessment into action.

Your school’s success story starts here

Discover how Lexia PowerUp Literacy can help your students strengthen key literacy skills, build confidence and achieve measurable progress.

Complete the form below, and one of our Literacy Programme Consultants will get in touch to provide personalised guidance and a 30-day free trial of PowerUp, so your school can experience the impact first-hand.

What do Schools say about Core5 Reading?

Thousands of schools across the UK and Ireland trust Lexia Core5 Reading to help pupils build strong reading skills. Lexia provides a structured, evidence-based approach that delivers measurable progress, regardless of whether you are supporting early literacy acquisition or providing targeted intervention.

We’ve gathered voices from educators nationwide, sharing how Lexia has transformed reading outcomes, increased pupil confidence and supported teachers with actionable data.

These schools are closing reading gaps and seeing real impact, and your school can too. Hear first-hand how Lexia helps teachers turn assessment into action.

Your school’s success story starts here

Discover how Lexia Core5 Reading can help your pupils build confidence, develop key reading skills and achieve measurable progress.

Fill in the form below, and one of our Literacy Programme Consultants will get in touch to offer personalised advice, guidance and a 30-day free trial of Lexia Core5.

Literacy Spotlight – Moyle Primary School, Larne

At Moyle Primary School, Larne, Northern Ireland, Hannah Henry (P1 Teacher & Lexia Coordinator) and Allison Perry (Lexia Support Teacher) have been seeing remarkable literacy growth from Lexia’s Core5 Reading programme. As our Star School for November 2025, Hannah and Allison discuss why they chose Lexia to support pupils flagged through dyslexia screening. They share how they organise daily routines to make the programme work, and what makes Lexia different from other literacy tools.

Their inspiring story shows how a structured, engaging, and effective approach can make a real difference in literacy outcomes.

How did you first come across the Lexia program and what led to the school’s final decision to purchase?

Hannah: I was part of the curriculum team at the time, and we were researching how we could best support children who had been flagged through the dyslexia screener. We were researching different options, what interventions we could use, and that’s when I first heard about Lexia.

It actually came through a contact at another school who recommended it to me. We arranged a demonstration and started trialling it with small groups to see how it worked in practice.

We absolutely loved it. The individual learning paths, the teacher-friendly reports, and the fact that the pupils really enjoyed it made such a difference. That’s really what led us to the decision to go ahead with it.

Allison: After doing some training with LexiaUK around May last year, I learned a lot more about the admin side. Things like adding pupils, assigning them to classes, and even about the PowerUp programme, which I hadn’t realised we had access to before.

What do you feel makes Lexia stand apart from other reading skills software products on the market?

Hannah: It really is real-time monitoring of the children. Alison’s brilliant at picking up if a child is flagged, she can identify them straight away, and then we can get individual lessons sorted. Any difficulties are nipped in the bud, and we can feed that back to teachers so they know where a child might be struggling.

Allison: That’s one of the things I really like: not only do you get immediate feedback if a child hasn’t understood something, but you can also print out a one-to-one lesson and deliver it right away. You’re addressing the skill they struggled with on the same day, not waiting six months and hoping they remember.

Sometimes when I go to deliver a lesson, the children will say, ‘Oh, I was doing that on Lexia!’ In fact, there have been times when a pupil has even explained the spelling rule back to me perfectly, and I’ve thought, ‘Right, you clearly get this now, we don’t even need to continue with the lesson.’

Hannah: There’s also a nice bit of healthy competition. Pupils will almost challenge each other to see how many units they can complete. I love that energy.

How is Lexia used in your school?

Hannah: Every half term, teachers meet with the principal, vice principal and senior leaders to identify children they feel would benefit from Lexia. From there I pass them on to Allison and that’s when we set up the timetable.

Allison: We run three sessions a day, Monday to Friday, in the mornings. I also keep two afternoons each week as ‘mop-up’ sessions. That’s when I monitor who hasn’t met their unit target, who needs extra support or who might need a one-to-one lesson. I encourage the children to focus on their unit goal rather than just the time goal. The aim is that every student gets at least three 30-minute sessions a week, which is enough time to meet both their unit and time goals. If they don’t, they go into a mop-up session.

Hannah: Some children work better in smaller nurture groups, especially in Alison’s room, where we have the therapy dog, Nessa, while others do fine in larger groups. Some are too tired in the afternoon, others don’t arrive at school until later, so we avoid putting them in early sessions. And a small number prefer working in class rather than group sessions, but they’re monitored just as closely.

Allison: We’re very lucky to have a dedicated literacy coordinator, supportive leadership and extra staff to share the workload, whether that’s delivering lessons or helping with admin like printing and preparation.

If you want Lexia to be successful, you do need to put staff into it. The best way to make it work is to create a specific role for someone to deliver and manage the programme, rather than giving it as an extra responsibility. That’s essentially what’s been done for me, and it makes all the difference.

Describe the impact that Lexia has had on your pupils

Hannah: Yeah, I think the impact has just been amazing. Even from my own experience in P5 and P4, I’ve noticed a real difference. A lot of the pupils who had been struggling with reading now have so much more confidence. Their fluency has improved, and they enjoy seeing their own progress. They love that sense of achievement.

We present Lexia certificates in assembly, which really helps celebrate success. You can see how much it means to them. They know exactly when they’re due one and will be waiting eagerly to go up.

Hannah: Our principal even said he should rename assembly the ‘Lexia Assembly’ because so many certificates were being awarded. It’s brilliant, though, because the children absolutely love it. And what’s been really encouraging is seeing those pupils who normally freeze at the word ‘literacy’ actually enjoying Lexia. For them, it doesn’t even feel like literacy, it feels different and that’s powerful.

Can you give an example of a Lexia success that sticks out to you?

Hannah: Yes, so there’s one child I’m thinking of. He was in Primary 5, and in a single year he went up nine levels. It was amazing! He was just so motivated.

Because I’d taught him the year before, I knew him well, and even when I saw him outside class he’d be saying, ‘Guess what? Guess how many levels I’ve done? Guess how many units I’ve got today?’

Allison: He was just so excited. You couldn’t get rid of him, he was always at the door saying, ‘Do you need me this afternoon?’ If there was a space, I’d let him come in, because he just loved it so much.

How have you used rewards to motivate and celebrate success on the Lexia program?

Allison: We track who gets the highest number of units each week. Those pupils get to come down to our little Lexia classroom, where they can see Nessa, our therapy dog, and pick a treat from the box of goodies.

How useful have you found the myLexia reports in terms of demonstrating progression and informing planning?

Hannah: Yeah, it’s been really, really useful. At the end of the year we were printing out the overview, and Alison and I looked at it together. It was so detailed, and very interesting to see the levels.

I’ve also found it helpful that teachers can see very clearly where a student might be struggling. I keep a shared resource for staff, so if a child is flagged in a certain area, teachers can go in and see relevant support materials. We also have the workbooks for children, which teachers can use too.

Allison: The key is getting all staff on board. Timetables are busy and nobody wants ‘something extra.’ But once I’d done the training with LexiaUK, I realised how important it was for everyone to know what’s available and how to access it. It doesn’t just have to be children on Lexia who benefit, the Skill Builders and worksheets can be used by any member of staff. If a teacher wants to cover, say, “Magic E”, the resources are already there.

It helps keep everything joined up, and stops us reinventing the wheel. The information is already there, and using it just makes life so much easier.

What main piece of advice would you give to a school that was just getting started with Lexia?

Hannah: I think the key is to start with a really clear plan. At the beginning it can feel a bit overwhelming, so make sure from the start that staff understand how to use the reports and the resources.

It also helps to have a clear Lexia lead. Not too many people all doing the same thing, but also not leaving it all to one person either.

Allison: We’re also very lucky to have a dedicated space where children can come out of class for Lexia. We have tried running it within classrooms, and that can work for a few pupils, but it really needs a classroom assistant there to keep children on track.

Hannah: Finally, with the children themselves, I’d say celebrate them early on. Build engagement right from the start. Those small wins really matter, get the certificates printed and handed out quickly, and make them feel excited and invested.

What feedback have you had from your Lexia pupils?

Hannah: Yeah, so the feedback’s very positive. They like the fact that they get this time that’s just for them. They have their own login, they can see everything so clearly, and it’s theirs to do. It adapts to their level, so they’re working on things suited to them, and they also have choice in it.

Allison: They’ve also become very au fait with checking their progress. They’ll quickly go back to the home screen to see how many units they’ve done and how much time they’ve spent. They’ll often say things like, ‘Oh, I’ve done 40 minutes more than I should have,’ or ‘My unit wheel is complete.’ They really know where they’re at. It’s empowering for them, putting them in control.

Hannah: And a lot of the kids love having Nessa, our therapy dog, in the room. Even when she’s just walking around, they stay focused and engaged.

Allison: You’ll see them with their headphones on, working on their iPad, while patting the dog with the other hand. It’s very sweet.

Is there anything else you would like to add?

Hannah: I think one reason it’s been so successful is because we’ve got clear responsibilities and good communication. We check in with each other regularly, how are things going, what needs to change and we’re adaptable. If something’s not working, we adjust.

We also talk a lot with class teachers. They’ll tell us if a pupil is struggling a bit, or finding it hard to come out of class, and we’ll think about ways to change things.

If you could describe Lexia in 3 words, what 3 words would you use?

Both: We’ll go with “3 E’s”: Engaging, effective and empowering!

The Government Response to the Curriculum and Assessment Review

The Department for Education’s Curriculum and Assessment Review and the Government’s Response represent the first major review of the education framework in over a decade.

The aim is clear: to ensure the national curriculum remains ambitious, inclusive, and relevant for today’s learners. The curriculum must also equip them with the knowledge and skills they need to thrive in a changing world.

For secondary schools, the implications for literacy are profound. Reading, writing, and oracy will take centre stage across Key Stage 3 and 4, with new expectations for how these skills are taught, assessed and supported in every subject.

The Review in Context: Evolution, Not Revolution

The Review concludes that the national curriculum remains “broadly sound” but highlights ongoing inequities that continue to limit outcomes for too many learners. Disadvantaged pupils and those with SEND remain disproportionately affected, while schools are under increasing pressure to build digital and media literacy alongside core reading and writing skills.

The guiding principle of “evolution, not revolution” is sensible in its recognition that teachers need stability. However, some may feel the Government’s current pace risks overlooking the urgency of persistent literacy gaps that widened during and after the pandemic. Without sufficient funding or training, even the most thoughtful policy intentions may struggle to translate into meaningful classroom impact.

What the Government Response Says

The Government’s response builds on these findings, outlining a roadmap for curriculum reform and assessment change:

• A revised national curriculum in 2028, with updated GCSEs from 2029.
• A renewed emphasis on a curriculum where knowledge and skills work in partnership.
• Reading, writing, and oracy embedded across all subjects, not confined to English lessons.
• A new statutory Year 8 reading assessment, designed to secure fluency and comprehension early in secondary education.
• Enhanced support for SEND and disadvantaged learners, with new digital tools and ongoing professional development for teachers.

Literacy at the Heart of the Curriculum

Literacy is set to become a shared responsibility across every subject area. The Government plans to introduce a new secondary literacy framework; connecting reading, writing and oracy development into a unified strand of learning.

This framework will promote:

• Reading for pleasure as a foundation for lifelong learning.
• Vocabulary development to unlock subject-specific understanding.
• Disciplinary literacy: helping students read, write and communicate like historians, scientists, or mathematicians.

This framework rightly recognises literacy as a shared responsibility across the curriculum. Yet its success will depend on sustained professional development and time for teachers to embed literacy practices meaningfully within their subjects.

Adaptive literacy tools like Lexia® PowerUp Literacy already align with this approach, building reading fluency, comprehension and critical thinking through personalised, data-driven learning.

What This Means for Key Stage 3

Key Stage 3 will become an increasingly critical phase for developing and consolidating literacy skills.

• Transition and progression will be a priority: secondary schools must ensure that reading and writing continue to progress from Key Stage 2 rather than restart from scratch.
• The new Year 8 reading assessment will place greater emphasis on reading fluency and comprehension tracking, requiring schools to monitor progress closely across Years 7 and 8.
• Curriculum sequencing should ensure that literacy skills, especially vocabulary and extended writing, are developed through subject schemes of work.
• Early intervention will be vital for pupils entering secondary education below expected reading levels.

Adaptive literacy programmes can provide the support schools need to respond effectively. Lexia PowerUp Literacy enables teachers to identify and close reading gaps quickly, providing targeted practice in word recognition, comprehension and grammar.

Real-time data dashboards in myLexia help staff pinpoint pupils who may need additional support, strengthening readiness for Key Stage 4.

What This Means for Key Stage 4

At Key Stage 4, the reforms are likely to place greater emphasis on mastery and depth:

• Stronger KS3 foundations in literacy will enhance readiness for the complex reading and writing demands of GCSEs.
• Pupils will be expected to demonstrate disciplinary understanding, using language effectively within each subject.
• Continued intervention will remain essential for pupils below grade 4 in English, with sustained literacy support throughout Years 10 and 11.
• Schools will need to ensure consistency of literacy practice across departments, embedding oracy and academic writing in subject teaching.

Here again, adaptive tools such as Lexia PowerUp Literacy can provide structured, motivating pathways that help older students catch up and prepare confidently for exams.

Inclusion and SEND: Literacy as a Gateway to Equity

Both the Review and the Government’s response acknowledge that the current system “does not work well for all learners,” particularly those with SEND and from disadvantaged backgrounds. The Government’s response commits to a more inclusive curriculum through:

• Adapted assessment models that reduce unnecessary barriers for SEND learners.
• Flexible curriculum design allowing pupils to demonstrate literacy progress in multiple ways.
• Targeted investment in teacher training, building staff confidence in supporting diverse literacy needs.
• Expanded access to digital and assistive technologies, ensuring every pupil can access high-quality literacy provision.

The proposed measures are promising. However, the real test will be implementation. Schools will need sustained support and funding to deliver genuinely inclusive literacy provision. Without this, the gap between policy aspiration and classroom reality could persist.

Lexia’s adaptive technology already helps bridge this gap, delivering personalised literacy instruction that adjusts to each pupil’s pace, including those with SEND or low prior attainment. By combining accessibility, motivation and measurable progress, schools can ensure every learner develops the skills and confidence to succeed.

Practical Steps for Schools

As schools prepare for these reforms, a few practical steps can help lay the groundwork:

• Audit literacy provision: Review how reading, writing, and oracy are currently taught across subjects.
• Plan for the Year 8 assessment: Implement robust systems for tracking reading fluency and comprehension from Year 7 onwards.
• Refresh your literacy strategy: Align school policies with the forthcoming oracy and reading frameworks.
• Invest in professional development: Empower teachers across all subjects to embed disciplinary literacy.
• Prioritise inclusion: Ensure SEND pupils access targeted literacy support and adaptive interventions.
• Champion reading culture: Promote reading for pleasure and whole-school engagement with texts.
• Track and monitor progress: Use literacy data to guide teaching and intervention strategies. Tools like myLexia can support these processes, providing clear insight and practical next steps into individual and cohort progress.

Partnering with Lexia

At Lexia, we’re proud to partner with schools to help every learner reach their literacy potential. Our adaptive reading programmes, including Lexia® PowerUp Literacy, support fluency, comprehension, and confidence across Key Stage 3 and 4, empowering teachers with the insights and flexibility they need to meet diverse learner needs.

The UK Department for Education’s Curriculum and Assessment Review

In March 2025, the Department for Education (DfE) published its Curriculum and Assessment Review: Interim Report, the first major review of the education framework in more than a decade. Its aim is to ensure the curriculum remains “fit for purpose,” equipping learners with the skills and knowledge they need for the future.

The government has since responded, reaffirming ambitions for a curriculum that is rich, inclusive and aspirational. Literacy remains central, with strong foundations in reading, writing and comprehension highlighted as essential for lifelong learning.

While the response provides direction, many of the practical challenges, such as delivering the curriculum effectively in busy classrooms and supporting pupils with diverse needs, will still fall on schools to address.

Key Stage 1: Strengthening the foundations

At Key Stage 1, the Review reinforces the importance of phonics as the cornerstone of early reading. The phonics screening check remains statutory and early decoding skills continue to be critical. However, the report recognises that a crowded curriculum can sometimes prevent pupils from achieving true depth before progressing.

What this could mean for schools:

• Maintain a systematic phonics programme with emphasis on fluency, comprehension, and vocabulary.
• Review sequencing to ensure pupils master core reading concepts before moving on.
• Provide early intervention for pupils who do not meet phonics benchmarks.
• Promote reading for pleasure from the very start of education.

Government response:

The DfE has set an ambitious target that 90% of Year 1 pupils meet the phonics screening benchmark. Schools are expected to adopt systematic synthetic phonics programmes, supported by up-to-date training and resources. For pupils at risk of falling behind, the government highlights early identification and intervention, alongside the expansion of the “Reading Ambition for All” professional development programme.

While promising, these measures may still require schools to adapt resources to ensure every child, including those with SEND, achieves mastery.

In practice:

Lexia Core5 Reading helps schools translate these priorities into classroom impact. Its sequenced, adaptive pathways guide pupils from phonics through to fluent reading, reinforcing comprehension, vocabulary and automaticity.

For pupils needing extra support, Lexia delivers targeted, personalised practice, allowing early intervention. Teachers receive real-time data to track progress, pinpoint gaps and plan instruction efficiently, ensuring government priorities are realised.

Key Stage 2: Depth, writing, and transition

At Key Stage 2, literacy challenges persist. In 2024, only 61% of pupils achieved the expected standard in reading, writing, and maths combined. Assessment approaches may not fully capture the breadth of literacy skills, particularly in writing.

What this could mean for schools:

• Balance reading and writing instruction to develop comprehension and composition equally.
• Adjust writing assessments to encourage authentic, creative expression alongside technical accuracy.
• Emphasise comprehension, vocabulary, and critical thinking.
• Prepare pupils for the literacy demands of secondary school.

Government response:

The DfE acknowledges that mastering literacy foundations is essential. They desire greater clarity and specificity in English, particularly in speaking, listening and drama. Furthermore, a new oracy framework will be introduced. Grammar teaching will be reviewed to ensure it is taught in context rather than in isolation, and some complex concepts may be moved into KS3 to allow more time for mastery at primary level.

In practice:

Lexia Core5 helps upper-primary pupils develop deeper comprehension, vocabulary, and critical thinking, while reinforcing grammar and composition skills in context. Its sequenced pathways support secondary transition, closing literacy gaps before Year 6 ends. Teachers benefit from real-time insights for personalised instruction, ensuring pupils achieve both fluency and depth regardless of curriculum change.

SEND and inclusion: Literacy for every learner

The Review emphasises that the system is “not working for all pupils”, with persistent gaps for disadvantaged learners and those with SEND.

• Embed accessibility and inclusion into literacy teaching.
• Identify reading difficulties early, with tailored interventions.
• Use multisensory and scaffolded approaches for pupils with dyslexia, speech and language needs or other learning differences.
• Provide additional phonics, fluency and comprehension support for older pupils who continue to struggle.

Government response:

The government supports inclusion and highlights the need for a rich, sequenced curriculum for all pupils, alongside resources and professional development. However, much of the responsibility remains with schools, and additional support may not reach every setting, particularly for pupils with more complex needs.

In practice:

Lexia Core5 ensures all learners, including those with SEND, work at the right level through personalised, adaptive pathways. Pupils build confidence and literacy skills, while teachers receive actionable data to target support, bridging gaps even where broader system support is limited.

Implications for teachers, SENDCOs, and literacy leaders

The Review and government response emphasise the importance of professional development focused on mastery, progression and inclusion. Schools may want to:

• Strengthen coherence between KS1 and KS2 literacy planning.
• Use formative assessment and data to track reading depth and attainment.
• Encourage collaboration between literacy leads and SENDCOs.
• Reflect on how literacy teaching prepares pupils for KS3.

While the government sets the strategic direction, schools will need strong leadership, strategic planning and effective tools to deliver these outcomes.

Moving forward: Building confident, fluent readers

The Curriculum and Assessment Review and government response provide a clear vision for literacy, but schools remain central to making it work in practice.

By prioritising mastery, comprehension, and reading for pleasure, schools can ensure pupils develop confidence, fluency, and lifelong reading habits. Lexia Core5 offers the structure, adaptive practice, and insights to help schools deliver this vision effectively, supporting teachers and learners every step of the way.

Download the Lexia Core5 2025 Data report

Discover the impact of Lexia in classrooms around the UK

We are thrilled to publish the 2025 Data Report into the efficacy of Lexia Core5 Reading – our comprehensive, research proven literacy skills program aimed at KS1/2.

Our latest data report contains findings from the 2024/25 academic year, with a sample size of 600 schools that have implemented the program. Based on consistent, structured usage, we have found pupils achieving up to 17 months’ average reading progress.

Download the report today to see how Lexia Core5 can make an impact in your school.

Want to experience the impact of Lexia Core5 in your school? We’re offering a free 30-day evaluation for schools interested in seeing how Lexia Core5 can support their students’ literacy skills development.