Why did Cheadle Hulme Primary School choose FFT Success for All Phonics?

Cheadle Hulme Primary School fosters a vibrant culture of reading for pleasure from the earliest stages of learning. Staff believe that exceptional phonics and reading provision is fundamental to every child’s success. FFT Success for All Phonics is both ambitious and innovative, incorporating elements that extend beyond National Curriculum expectations. 

The programme aligns with the school’s commitment to being unapologetically academic and ambitious, ensuring every child is challenged and inspired to reach their full potential. Its systematic approach has proven highly effective in empowering pupils to become confident, fluent readers who develop stamina, expression and comprehension. The school has also seen pupils develop a genuine love of reading that sparks imagination and curiosity.

Implementing the Programme
Cheadle Hulme Primary has been using FFT Success for All Phonics for around 3 years. To ensure staff are fully equipped to deliver high‑quality phonics teaching, the school provides regular professional learning sessions where best practice is shared, and staff collaborate to review and refine implementation. 

Frequent subject monitoring, lesson observations, reflective discussions and feedback help secure strong pedagogical and subject knowledge. This ensures all practitioners can explain, model and question effectively for deep understanding. Staff make full use of the FFT Aspire platform and the Phonics Portal, which offer ongoing training and support to maintain consistency and excellence. 
 
Alongside FFT Success for All Phonics, the school implemented FFT Routes to Reading and FFT Spelling with the Jungle Club for Year 2 pupils in Autumn 2023. Children enjoy immersing themselves in the Routes to Reading texts and are fascinated by the depth and variety provided. 

To further support pupils not working at age-related expectations, the school uses additional resources, including further readers and the FFT Tutoring with the Lightning Squad intervention. Children who were once reluctant readers are now confident, fluent and thriving. For pupils beyond phonics who require further support, Reading Quest consolidates phonic knowledge while strengthening comprehension. Together, these initiatives ensure every child can succeed and develop a lifelong love of reading.

Progress Made
Since implementing FFT Success for All Phonics, the school has seen significant progress in early reading. The phonics pass rate now exceeds 92%, and pupils are more confident in decoding and blending unfamiliar words. Their enthusiasm for reading has also grown, with pupils eager to explore a wider variety of texts and engage in meaningful conversations about what they have read. 

By making use of FFT’s platforms, staff have been able to tailor support for children with SEND and those needing additional help. These targeted strategies ensure every child feels successful and develops a genuine love for reading.

A spotlight on pupil progress at Cheadle Hulme Primary School
At the end of Year 1, Pupil A struggled with decoding unfamiliar words and blending, which made reading a challenge. Their confidence was low, and they were reluctant to independently pick up a book. Through structured lessons, high‑quality resources and the FFT Tutoring with the Lightning Squad intervention, Pupil A began to believe in themselves. 

They have since flourished, showing genuine love and enthusiasm for reading. This transformation has boosted their engagement across the curriculum and nurtured a lifelong love of reading. 

Why is Cheadle Hulme Primary School pleased with FFT Success for All Phonics?
Outcomes: The phonics pass rate has consistently exceeded 92%, demonstrating the programme’s impact.

Children love the interactive lessons and engaging texts, fostering enthusiasm and a genuine love for reading. 

Access to FFT Aspire and the Phonics Portal ensures staff benefit from continuous training and resources that maintain high standards. 

The structured approach ensures consistency and progression, giving every child the best start in reading. 

The interventions effectively support children needing additional help, including those with SEND.