The following FAQs help practitioners teaching preschool children (3-4 year olds), gain an understanding about the pedagogy behind our Phase 1 Phonics Early Reading Curriculum System, its benefits and how it works in practice. After reading the FAQs below, Our Little Owls Resources Phase 1 System may be found here.
FAQs - Phase 1 Vocabulary & Early Comprehension curriculum System | Preschool 3-4 Years
Find answers to our Preschool Phase 1 Phonics & Early Reading Curriculum Frequently Asked Questions below:
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This is a carefully designed Preschool (3–4 years) approach to early reading that focuses on:
Listening and attention
Sound awareness (Phase 1 phonics)
Vocabulary development
Story comprehension
Oral blending (without letters)
It provides a clear, structured weekly rhythm and progression, while remaining fully play-based, flexible and developmentally appropriate.
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No — this is not a formal phonics programme.
It does not:
Teach letter–sound correspondences
Follow a Systematic Synthetic Phonics (SSP) scheme
Include worksheets or formal lessons
Instead, it focuses on Phase 1 foundations, which come before phonics.
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It is not advised that Preschool children (aged 3–4) should be formally taught phonics (letter–sound correspondences).
According to the EYFS and Development Matters, children at this stage need:
Rich language and vocabulary
Opportunities for storytelling and book talk
Sound play, rhyme and rhythm
Listening and attention development
These are the foundations that prepare children for phonics in Reception.
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No — nurseries, preschools and childminders are not required to use a validated phonics scheme.
The DfE validated SSP list only applies to schools (Reception and Key Stage 1).
Early Years settings (0–4) are only required to:
Follow the EYFS Statutory Framework
Support communication and language development
Provide Phase 1 phonological awareness experiences
There is no approved list for Phase 1 resources.
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Yes — fully.
This system is designed in line with:
EYFS Statutory Framework
Development Matters
Ofsted Early Years Research Review
Ofsted inspection expectations around curriculum sequencing
It supports what Ofsted look for, including:
A well-sequenced early reading curriculum
Intentional planning (not just incidental learning)
Strong communication and language provision
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Following children’s interests is essential — but it isn’t enough on its own.
Ofsted expects settings to show:
Intentional curriculum design
Progression over time
Repeated opportunities to revisit skills
The weekly rhythm ensures:
All children experience key early reading foundations
Skills are revisited and deepened
Learning is consistent but still flexible
It is a guide, not a timetable.
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Each session is:
5–10 minutes maximum
Often shorter for some children
They are designed to be:
Short
Playful
Highly engaging
This keeps learning appropriate for Preschool attention spans.
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Yes — and it is designed to do exactly that.
The system works alongside:
Continuous provision
Child-led play
In-the-moment planning
The adult-led moments:
👉 introduce key skills
👉 model language
👉 create opportunitiesChildren then explore and deepen these through play and provision.
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Yes — very effectively.
Children who experience this approach will:
Tune into sounds more easily
Recognise rhyme and patterns
Blend sounds orally
Have stronger vocabulary
Understand stories more deeply
These are the exact skills children need before starting Phase 2 phonics in Reception.
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Yes — but without letters.
Children learn to:
Hear segmented words (e.g. c-u-p)
Blend them into whole words (cup)
This is done through:
Games
Play
Everyday interactions
This is fully aligned with Phase 1 best practice.
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Yes — inclusivity is built in.
The system includes:
Short, accessible sessions
Multi-sensory approaches
Reduced language load options
Visual and tactile supports
Flexible participation (including non-verbal responses)
It supports a wide range of needs, including:
Speech and language delay
Autism
Global developmental delay
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Yes.
The approach strongly supports EAL learners through:
Explicit vocabulary teaching
Visual and gesture-based learning
Repetition and modelling
Context-based language use
It helps children:
Understand new words
Use language in meaningful contexts
Build confidence in communication
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We recommend:
1–2 mini sessions per week
Plus daily storytime (essential)
Sessions can be:
Repeated
Adapted
Revisited
This supports depth over coverage.
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No.
This is a flexible toolkit, not a rigid scheme.
You can:
Choose sessions based on children’s interests
Link sessions to your current theme
Repeat favourite activities
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Yes.
This system helps settings clearly demonstrate:
Curriculum intent → “This is how we support early reading”
Implementation → “This is what it looks like weekly”
Impact → “This is how children develop skills over time”
It gives staff confidence to explain:
👉 what they do
👉 why they do it
👉 how it supports children’s progress -
Yes — it works particularly well for childminders.
There is a packaway / flexible version that:
Fits around mixed-age groups
Works without fixed group times
Can be embedded into daily routines
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No.
This is not a formal structure — it is a gentle rhythm.
It:
Supports consistency
Ensures coverage
Still allows children to lead learning
It reflects the balance Ofsted describes as:
👉 “well-sequenced, but not overly formal” -
No.
Everything can be delivered using:
Everyday objects
Books you already have
Simple props
Continuous provision
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This system brings together:
✔ Clear weekly structure
✔ Full annual progression
✔ Rich vocabulary development
✔ Strong story comprehension focus
✔ SEND & EAL inclusivity
✔ Links to your whole curriculumMost Phase 1 resources focus only on sounds —
this approach builds the whole foundation for reading. -
Yes.
It works well in:
School nurseries
F1 classes
Mixed Nursery/Reception settings
It provides a strong bridge between:
👉 Preschool learning
👉 Reception phonics -
This system works alongside your:
Continuous provision
Themed curriculum
Observation & assessment approach
Communication & language provision
It acts as a core thread for early reading, running throughout your year.
Popular searches this page supports:
Phase 1 phonics in nursery
Do nurseries need a phonics scheme UK?
Early reading EYFS guidance
Preschool phonological awareness activities
Ofsted early reading expectations EYFS
Phase 1 phonics planning ideas
EYFS vocabulary development strategies
Recommended next read Selection
Or read our ‘Little Owls Resources’ Curriculum Intent Statement’
Additional Documents | Professional Membership Contents (Preschool 3-4 Years)
Navigate our Curriculum & Pedagogy guidance documents here.
Pedagogical identity:
Broad, play-based, theme-led curriculum with purposeful adult input and strong continuous provision.
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👉 Big-picture curriculum intent and progression.
Skills Progression Ladders (3–4 Years) - Including Practitioner Guidance
↪ Early Reading (Phase 1 Readiness)
↪ Early Maths - Subitising, Counting & Comparing
↪ Early Maths - Pattern, Shape & Spatial Awareness
Our Preschool Curriculum Intent, Implementation & Impact - OFSTED Conversation Statement
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👉 Theme-led planning lives here.
Core Preschool Themes (6 Weeks Each)
Optional Mini-Themes (1–2 Weeks)
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👉 The engine room of daily practice.
Universal Continuous Provision Packs (Preschool | 3–4 Years)
Construction Area
Small World Area
Role-Play Area
Writing / Mark-Making Area
Maths Area
Creative Area (Art & Making)
Investigation / STEM / Discovery Area
Book Corner / Reading Den
Fine Motor Station
Water Area
Sand Area
Snack Area / Independence Station
Outdoor Provision Core Zones
Physical play
Gross motor skills
Nature area
Outdoor mark-making
Outdoor maths
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👉 Purposeful adult input without formalisation.
Early Reading & Phonics
Phase 1, Vocabulary & Early Comprehension, Curriculum System (24 Sessions)
8 themed sets covering all aspects of Phase 1
24 mini session plans
Vocabulary & story-building scaffolds
Outdoor phonological play ideas
SEND & EAL accessible sessions
Theme-linked sessions (Transport, Animals, Growth)
Assessment & observation prompts
Continuous Provision follow-up suggestions
Maths
Maths Small Group Session Bank (24 Sessions)
Strand A - Subitising (Sessions 1-4)
Strand B - Counting Principles (Sessions 5-8)
Strand C - Comparing Quantites (Sessions 9-12)
Strand D - Composition of Number (Sessions 13-16)
Strand E - Spatial & Shape (Sessions 17-20)
Strand F - Measures & Pattern (Sessions 21-24)
Writing & Fine Motor
Fine Motor & Mark Making Mini Sessions (18)
How To Use Our Fine Motor & Mark Making Mini Sessions Bank
Strand A - Core & Shoulder Stability (Sessions 1-3)
Strand B - Wrist Rotation & Fluidity (Sessions 4-6)
Strand C - Pincer, Pinch & Tool Control (Sessions 7-10)
Strand D - Early Pattern Making: Pre-Writing Shapes (Sessions 11-18)
Early Writing Purpose Mini Sessions (6)
How To Use Our Early Writing Purpose Mini Sessions Bank
Lists
Labels
Messages
Maps
Signs
Tickets & Recipes
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👉 Practical planning support.
Adult-Led Session Planning Templates Pack
Universal
Phonics / Early Language Focus (Listening → Rhyme → Sound Awareness)
Maths Focus (Number + Pattern + Shape + Measure)
Story & Book Talk Focus (Comprehension → Retell → Vocabulary → Prediction)
PSED / Self-Regulation Small Group
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👉 Proportionate, non-statutory assessment.
Short & Long Versions
Guidance - How To Complete And Share With Families
End of Term Template
End of Year Template
Guidance - How To Write Strength-Based Reports
Sentence Starters Bank
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👉 Parent Engagement plus Emotional, environmental and communicative transition.
Preschool Transition to Reception Pack
↪ Child Passport
↪ Practitioner-To-Practitioner Handover Summary
↪ SEND Transition Sheet
↪ Family Transition Summary Sheet
↪ Parent Leaflet — “Preparing For Reception”
↪ Child Voice Page
↪ Guidance Page— “How To Complete & Share Transition Information”
Home & Setting Communication
↪ Our Preschool Curriculum (Age 3–4) | Parent-Facing Document
(Additional parent literature within planning documents.)
Additional Whole-Setting Guidance | for Professional Members
Explore our whole-setting guidance below, including overarching curriculum and pedagogy documents, early years schemas and EYFS setting policies.
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Early Years Schemas - Practitioner Toolkit | EYFS Birth-5
↪ Schema Cards (definition, behaviours, age-related examples, enabling resources)
↪ Schema Observation & Responsive Provision Planning Template
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EYFS Group Setting Policies Pack
↪ x 22 Policy Documents
↪ Policy Sign-Off and Confirmation Document
↪ EYFS Setting Policy Folder Contents List
Childminder Setting Policies Pack
↪ x 22 Policy Documents
↪ Childminder Assistant or Volunteer Policy Sign-Off and Confirmation Document
↪ Childminder Policy Folder Contents List
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↪ Clear, practitioner-friendly explanations of key curriculum and pedagogy terms used throughout our guidance.
Looking for a different age group pathway?
Select the pathway that best reflects your role or the age group you work with. You do not need to use everything. (Some practitioners may use more than one pathway.)
What is Professional Membership?
Find our more about our Professional guidance for confident, reflective EYFS practice (Birth–5)
Latest EYFS Articles & Practical Guides | From Our Blog
Stay informed, get expert advice, and find inspiration from our collection of articles and useful external resources, tailored specifically for EYFS practitioners. We regularly publish in-depth articles to support you with current best practices, regulatory changes, and fresh ideas.
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Content within the EYFS Curriculum & Pedagogy Membership is provided as professional guidance and support. It reflects current understanding of the EYFS statutory framework, Development Matters and inspection expectations at the time of writing. Practitioners are responsible for applying professional judgement and ensuring practice aligns with current statutory requirements and their specific context.
Updated: January 2026