Phonics Screening Check Explained

What the check actually is

Every June, children in Year 1 in England sit the phonics screening check — a statutory Department for Education assessment that takes about five to ten minutes per child. It is administered one-to-one by a teacher your child knows, usually in a quiet corner of the classroom, and it is deliberately designed to feel undramatic: no hall, no rows of desks, no exam atmosphere.

The check itself is simple. The teacher shows your child 40 words, one at a time, and the child reads each one aloud. Twenty are real words (like 'farm' or 'thorn'); twenty are pseudo-words — made-up words like 'vap' or 'blard' — each printed next to a picture of a friendly alien. The teacher notes which words are read correctly. That is the whole event.

It is worth knowing what the check is for: it is a diagnostic for schools, not a verdict on your child. Its purpose is to identify children who need extra phonics support early, while there is still plenty of time to give it. Schools use the results to plan intervention; the DfE uses national results to track standards. Neither use is about labelling your five- or six-year-old.

Checked November 2026.

Two sections: the first 20 words, then the harder 20

The 40 words come in two sections of 20. Section 1 uses the sounds from Phases 2 to 4 — the single letters and early digraphs your child met in Reception — so most children find it the friendlier half.

Section 2 steps up to Phase 5: digraphs, trigraphs and split digraphs (like a-e in 'cake'), with longer words. Alien words appear in both sections, each printed next to its monster picture. This is where children who are secure on early sounds but shaky on the later ones lose marks — which is exactly what the check is designed to find, so extra help lands in the right place.

When it happens and what your child will experience

The check takes place in the summer term, normally during a designated week in June — schools choose the exact day. The next check is in the week beginning Monday 14 June 2027. Your child's school will usually mention it in a newsletter or parents' evening beforehand, but many deliberately keep it low-key so children do not arrive anxious.

From your child's perspective, it feels like a reading game with their teacher. They are shown the alien words first or mixed in — teachers are trained to present pseudo-words positively ('this is an alien word, just sound it out') so children do not freeze at a word they have never seen. There is no timer; the teacher simply moves on if a child struggles, and encouragement is constant.

If your child is absent that week, the school arranges for them to take it on their return — there is a window, not a single do-or-die day. If you are worried about anxiety, mention it to the teacher; they administer this check every year and are well practised at keeping it relaxed.

If your child is absent, or the check isn't right for them

If your child is ill during check week, the school can still administer the check the following week — up to Friday 25 June 2027. If they miss that window as well, there is no catch-up: they simply take the check in Year 2, alongside the children retaking it.

For a small number of children, the headteacher may decide the check is not appropriate — for example, a child with significant special educational needs, or one who has not yet completed the first year of the phonics programme, or who has very limited English. The school must explain the decision to you and tell you how they are helping your child learn to decode instead. If you are unsure, ask the teacher or SENCO what support is in place.

The pass mark and what the score means

The threshold — the score that counts as meeting the expected standard — is set each year after the check, and it can move: it was 32 out of 40 in 2024 and 2025, and 31 out of 40 in 2026 — the first change since the check began in 2012. The 2027 threshold is published on 28 June 2027. Your child's school reports the outcome to you, usually as part of the end-of-year report: whether your child met the standard.

Meeting the standard means your child's decoding is on track — nothing more needs doing beyond the daily reading you are already doing. Not meeting it is not a failure and carries no consequences for your child: it simply triggers extra phonics support in Year 2 and a retake the following June. A significant minority of children retake it, and most pass the second time.

One thing the score does not tell you is how well your child understands what they read. The check measures decoding only — turning letters into sounds. Comprehension is assessed separately through normal classroom work. So a high score is good news about decoding, but keep reading stories together and talking about them: understanding is the other half of reading.

For reassurance, most children do meet the standard: in 2025, 80% of Year 1 children met it, rising to 89% by the end of Year 2. In 2026 the Year 1 figure rose to 82% — back to the level before the pandemic — and 89% had met it by the end of Year 2.

Why the alien words exist (the clever bit)

Parents sometimes ask why the check includes made-up words at all — surely reading real words is the point? The alien words are actually the most important part of the design. A child can 'read' a familiar real word from memory without decoding a single letter; with a pseudo-word, memory cannot help. The only way to read 'strom' correctly is to sound out s-t-r-o-m and blend it — which is exactly the skill being tested.

This is also why you should not be alarmed if your child finds the alien words strange or funny. Every child meets them for the first time in the check, which is precisely what makes them a fair test. Some teachers introduce alien-word games in the weeks before, so the format is familiar even though the words are new.

There is a small trap to avoid at home: drilling your child on lists of nonsense words until they memorise them. That defeats the purpose and, worse, teaches them that reading is about memorising odd strings. A little playful exposure to the format is plenty — the real preparation is blending real words confidently.

Try it at home: ten alien words to decode together

Two minutes, once or twice, is enough to make the format familiar. Say each word in sounds together, blend it, then invent what it could mean — a 'brap' might be a noisy alien pet. Keep it silly, stop while it is fun, and never drill a list until it is memorised: that teaches the opposite of what the check is for.

• vib — v-i-b
• zot — z-o-t
• quib — qu-i-b
• thazz — th-a-zz
• mib — m-i-b
• snemp — s-n-e-m-p
• glimp — g-l-i-m-p
• froud — f-r-ou-d
• blorp — b-l-or-p
• drep — d-r-e-p

What you can ask your school

A short conversation with the teacher tells you more than any guide can. Ask these before the check, and again when the result comes home:

• Which phonics programme does the school use, and which phase is my child on?
• Which sounds is my child finding hardest right now?
• Will my child sit the check this June, and what happens on the day?
• What was my child's score, and what does it mean for their reading?
• What extra support will they get in Year 2, and how will you measure whether it is working?
• What can I do at home to help — and what should I not do?

How to help at home (without turning it into a thing)

The single most effective preparation is also the simplest: read with your child every day, and let them do some of the reading. Ten minutes of your child sounding out words in a book they enjoy builds more decoding skill than any amount of check-specific practice, because it trains blending in context — which is what the check rewards.

If you want to practise the skill directly, keep it playful and brief. Robot talk is the classic: you say a word in sounds ('c-a-t') and your child blends it into the word. Flip it for segmenting: you say 'dog', they chop it into d-o-g. Five minutes, a few times a week, is ample — and stop the moment it stops being fun.

• Read daily and let them read some words aloud — real books beat word lists.
• Play robot-talk blending games: you segment, they blend, then swap roles.
• Try a few alien words as a silly game ('how would an alien say…?') so the format is not a surprise.
• Keep sessions to five or ten minutes; little and often beats long and miserable.
• Praise the sounding-out, not just the right answer — effort at blending is the skill being built.
• If you'd like structured blending practice at home, our Phase 2 phonics pack works through the exact sounds Year 1 builds on.

The honest limit: it's a snapshot, not the story

A five-minute check on one June morning cannot capture everything about your child's reading. Children have off days; shy children underperform one-to-one; confident guessers can overshoot their true decoding. Teachers know this, which is why the result is one data point among many — alongside daily reading observations, spelling, and comprehension.

What actually predicts reading success is gloriously boring: being read to, reading daily, and talking about books. The check measures whether the mechanics are in place; the love of reading — built at bedtime, on laps, over years — is what turns mechanics into a reader. No screening check can measure that, and no score can replace it.

It also cannot tell you why a child is finding decoding hard. The check cannot diagnose dyslexia, working memory or processing speed — it is a screen, not a conclusion. If you have worries beyond decoding, the teacher is the right person to talk to first.

Practise this at home

Phonics Phase 2 (Letters & Sounds)

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