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Spelling

Learning to spell is a complex process that develops over time. Research shows that children do not learn spellings effectively through rote visual memorisation alone. Instead, successful spelling depends on children developing a secure understanding of phonic knowledge, spelling patterns, morphology (word structure), and etymology (word origins). For this reason, spelling must be explicitly taught, practised and revisited regularly.

At St Teresa’s, we follow a clear, progressive approach to spelling that is consistent across the school.

Spelling in EYFS and Key Stage 1 

Spelling is taught systematically through the Little Wandle Letters and Sounds Revised programme, which ensures children build strong foundations in:

  • Phoneme–grapheme correspondence

  • Segmenting and blending

  • Common exception words

  • Early spelling patterns

Children practise applying their growing phonic knowledge during reading and writing and through regular Little Wandle sessions. 

Spelling in Lower Key Stage 2 (Year 3)

In Year 3, children move onto the structured Twinkl Spelling Progression. This approach:

  • Teaches the spelling rule or pattern first

  • Provides opportunities to practise through games, investigations and applied tasks

  • Revisits patterns over time so they move into long-term memory

  • Encourages children to discuss spellings, spot patterns and make connections between words

This approach supports children in understanding why words are spelled in certain ways, rather than simply memorising lists.

Spelling in Upper Key Stage 2 (Years 4–6)

The Twinkl progression continues across KS2, systematically covering:

  • Prefixes and suffixes

  • Word families

  • Root words

  • Homophones

  • Morphology and etymology

  • Key spelling patterns from the National Curriculum

Children practise spelling in a range of meaningful contexts and develop strategies to spell increasingly complex vocabulary independently.

How We Support Spelling Across the School

We believe that spelling improves through understanding, practice and application. Therefore:

  • Spelling rules are revisited regularly to secure long-term retention

  • Children take part in games and activities that give repeated practice of patterns

  • Spelling is embedded within writing lessons so children apply their knowledge in real contexts

  • Learning at home is encouraged through weekly homework. 

While repetition has its place, simply copying words does not embed learning for most children. A pattern-based and strategy-focused approach is far more effective and inclusive.

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