The Foundational Literacy and Numeracy Plan: A Guide for Wales

The plan in ten points

The plan itself on GOV.WALES remains the authoritative source.

Download the one-page summary to print for the staffroom or share with colleagues and governors.

Download the Summary (English) Lawrlwytho’r Crynodeb (Cymraeg)

1. A clear national focus on literacy and numeracy

The plan treats literacy and numeracy as the foundations for all learning. It takes a whole-system approach from birth to 16, and a national Delivery Board will oversee progress from autumn 2026.

2. Equity and early intervention

Barriers linked to poverty, additional learning needs (ALN) and language should be identified early and acted on quickly. The Pupil Development Grant continues, and the Welsh Government will review how it is allocated.

3. Parents and carers as partners

The Welsh Government will develop resources in Welsh, English and the most widely spoken community languages. They will help families understand how reading, writing and numeracy are taught, and how to support learning at home. This work begins in spring 2027.

4. Strong foundations in the early years (0 to 3)

Language-rich environments, play and early identification of speech, language and communication needs are a priority. Prosiect Pengwin, a bilingual speech and language tool, is due to be completed by summer 2027, and the Siarad gyda Fi (Talk with Me) framework will continue to support practitioners.

5. Clear expectations, year by year (3 to 16)

New statutory guidance will set out what children should learn and when, year by year, for literacy and for mathematics and numeracy. Consultation begins in autumn 2026, and the guidance is due to be published in spring 2027.

6. A clear expectation for systematic synthetic phonics

Curriculum for Wales guidance will be reviewed so that the role and importance of systematic synthetic phonics (SSP) in learning to read is “unequivocal”. A Guide to Phonics for Schools in Wales is planned for autumn 2026, and phonics provision in Welsh and in English will be reviewed and strengthened.

7. Evidence-informed practice

A renewed Literacy Expert Panel will help shape national approaches. Dysgu, Adnodd and CAL:ON will support professional learning, high-quality resources and evidence-informed screening tools. Dysgu will help schools deliver phonics programmes with fidelity.

8. Better use of assessment

Schools will use a wider range of assessment information to understand starting points, track progress and set ambitious targets for the school and for individual children. A Year 6 indicator for reading and numeracy will be available from February 2027, and proposals for a national baseline when children start school are being developed.

9. Welsh language throughout

Welsh literacy is treated as part of communication across the curriculum rather than as a separate subject. Work on nationally agreed principles for teaching Welsh from 0 to 16 begins in summer 2027.

10. Everyone working together

The plan is built on five foundations: parents and carers, early years practitioners, teachers and practitioners, leaders of schools and settings, and support partners. It asks all of them to share responsibility and to work in a joined-up way.

Key dates from the plan

The dates the Welsh Government has set out. We will update this page as each step is published. Last reviewed: 28 September 2026.

15 September 2026: the plan is published

The Welsh Government publishes its Foundational Literacy and Numeracy Plan. You can read the full plan on GOV.WALES.

Autumn 2026: phonics guidance, a national phonics guide and consultation

Curriculum for Wales guidance is reviewed so that the role of systematic synthetic phonics in learning to read is unequivocal.
A Guide to Phonics for Schools in Wales is published.
Consultation begins on statutory year-by-year guidance for literacy and for mathematics and numeracy.
The Literacy Expert Panel is renewed and a national Delivery Board is set up.
Work begins on a national baseline for children starting school.

February 2027: a Year 6 indicator for reading and numeracy

A Year 6 indicator for reading and numeracy becomes available through the personalised assessments.

Spring 2027: year-by-year guidance and resources for families

The statutory year-by-year guidance is published.
Work begins on resources for parents and carers in Welsh, English and community languages.

Summer 2027: Prosiect Pengwin and principles for teaching Welsh

Prosiect Pengwin, the bilingual speech and language tool, is completed.
Work begins on national principles for teaching Welsh from 0 to 16.

By 2030: a library space in every primary school

Every primary school in Wales has a library space, giving children a dedicated place to enjoy reading in Welsh and English.

Phonics with fidelity: what it looks like in school

The plan asks schools to deliver their phonics programme “with fidelity”. In practice, this means every adult who teaches phonics follows the same programme, in the same order, with the same language and routines, every day. It is one of the most reliable ways to make sure no child misses a step. These questions can help you review your current approach:

Does every class follow one systematic synthetic phonics programme, in a clear order, from Nursery onwards?
Do all staff, including teaching assistants, use the same terms, actions and routines?
Is there a daily phonics session, with same-day catch-up for any child who falls behind?
Are reading books closely matched to the sounds children have been taught?
Do regular assessments decide which children need extra support?
Has every adult been trained, and are new staff trained when they join?

If some of these are hard to answer, you are not alone. Many schools across Wales are asking the same questions this term, and we are always happy to talk them through with you.

Talk It Through with Rhian

The five foundations: what the plan asks of each group

The plan describes five groups who share responsibility for literacy and numeracy.

Parents and carers help children at home, supported by clear information about how reading is taught.
Early years practitioners (0 to 3) build language-rich, playful environments and notice speech and language needs early.
Teachers and practitioners (3 to 16) teach phonics systematically and with fidelity, and use assessment to act quickly.
Leaders of schools and settings choose one programme, make sure every adult is trained, and set ambitious targets for progress.
Support partners work with schools and families to offer joined-up support to every child.

In Cardiff, this is already happening. In May 2026 Cardiff Council and Monster Phonics launched a three-year partnership that gives every primary school in the city free access to the programme, including resources and training for staff. It aims to give every child a strong start in reading and to close the reading disadvantage gap. School leaders and practitioners from across Cardiff came together for the launch at Cardiff City Stadium.

A systematic synthetic phonics programme you can use now

Monster Phonics is a complete systematic synthetic phonics programme, validated by the Department for Education in England in 2021. It gives every class a clear order of teaching from Nursery to Year 2, mapped to Progression Steps 1 and 2 of the Curriculum for Wales, and Superhero Spelling continues the journey through Progression Step 3. Daily lessons, planning and resources are ready to use, so every adult teaches the same sounds, in the same order, in the same way. That consistency is at the heart of teaching with fidelity. When A Guide to Phonics for Schools in Wales is published, we will review it closely and update our guidance for schools.

Watch a Demo

Strong foundations in Nursery

The plan puts language, talk and play at the centre of the early years. Our Foundations in Phonics Nursery programme, for children aged 2 to 4, builds the listening, vocabulary and sound awareness that phonics depends on. It uses stories, songs, movement and the monster characters, in short sessions designed for real nursery life. The programme also supports the Welsh Government’s Oracy and Reading Toolkit, and gives children a calm and confident start in Reception.

Take a Free Trial

Support for every child, from the start

The plan asks schools to spot barriers early and act quickly. Monster Phonics includes an intervention for every learning objective, so any child who falls behind can catch up the same day. Colour coding, the monster characters and multisensory teaching give children with additional learning needs, and children learning English, more ways into every lesson. For older children in Years 3 to 6 who still need phonics support, our intervention comics revisit core skills in a way that suits their age.

See Membership Options

Training for every adult

Teaching with fidelity depends on people. Membership includes lifetime training for your whole team, with live sessions in your first year and an online training library covering daily lessons, same-day catch-up, rapid catch-up and Guided Group Reading. There is tailored training for headteachers, literacy leaders, ALNCos and teaching assistants, and new staff can be trained as soon as they join.

Read about Training

Helping families support reading at home

The plan sees parents and carers as partners in learning to read. We run free online information sessions for parents, and we give schools ready-made resources that explain how phonics is taught. Schools in our Welsh pilot told us that parents hear the Monster Phonics songs at home, which is often where the conversation about reading begins.

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Local support from Rhian and Lucy – Cymorth lleol gan Rhian a Lucy

Rhian Rogers and Lucy Werrett are our Schools Success Managers in Wales. Rhian has 25 years of experience in primary classrooms, has led literacy from Nursery to Year 6, and has worked in a local authority advisory role supporting Language, Literacy and Communication.

Lucy is a qualified primary teacher and a Welsh speaker, with experience in Welsh-medium education and literacy leadership. She used Monster Phonics in her own school before joining us, and she can support you in Welsh or English.

If you would like to talk through the plan, your phonics provision or Monster Phonics, Rhian and Lucy are happy to help. They can also arrange a free full-access trial for your whole school, including our assessment tracker and training, at no cost.

Shwmae! Lucy Werrett ydw i, Arweinydd Llwyddiant Ysgolion Monster Phonics yng Nghymru. Fel athrawes gynradd gymwysedig gyda phrofiad mewn addysg cyfrwng Cymraeg ac arwain llythrennedd, rwy’n angerddol am helpu plant i ddod yn ddarllenwyr hyderus a llwyddiannus. Byddwn wrth fy modd yn siarad â chi am y Cynllun Llythrennedd a Rhifedd Sylfaenol a sut y gallwn gefnogi eich ysgol. Mae croeso i chi gysylltu â mi yn Gymraeg neu yn Saesneg.

Email Rhian

Pilot Study: Impact on 700 children in schools across Wales

Report Summary

This report explores the implementation of a Department for Education (England) validated systematic synthetic phonics programme, Monster Phonics, in ten schools across Wales. The study examines the impact on phonics standards, engagement from staff, pupils, and parents, and the effectiveness of training and resources. All participating schools reported significant improvements in phonics outcomes, increased pupil enthusiasm, and greater consistency in phonics instruction.

Read the Report

Key Findings

Improved Phonics Standards: All schools saw measurable progress, even in struggling pupils.
Higher Engagement: Pupils loved the characters and colour-coding.
Consistent Teaching: Structured planning and resources reduced teacher workload.
Effective Training: Many teachers received phonics training for the first time.
Better Support: Systematic assessment helped struggling pupils catch up.
Parental Involvement: Increased interest and engagement from families.
Strong Endorsements: Schools called it their most impactful initiative.

Schools across Wales are seeing the difference. Here is what their teachers and leaders tell us.

“The children's reading has hugely improved with the colour-coded reading scheme. This is making our learners more familiar with everything they are taught and blending for reading appears to be easier for the majority of the children. The children absolutely love Monster Phonics and are so enthusiastic. I cannot thank you enough for introducing it in Wales. Definitely the best phonic scheme we have used in my 30 odd years of teaching/supporting children. I can whole heartedly say that Monster Phonics has made a huge difference and impact on our learners and staff in a very positive way. ”

Tracy Jones, Year 1 Teacher, Llangynidr Primary

“Pupils are thoroughly engaged with the characters (one pupil even had the characters on his Christmas list as he wanted his own cuddly set!). The colours make the graphemes or special rules really clear to learners. This has considerably helped decoding skills. Our recent data shows spelling skills are improving as pupils are more aware of rules and alternatives. The focus on high frequency words has given a more effective structure to the teaching of these as well. ”

Emma Drain, LLC Lead, St John's College, Cardiff

“Monster Phonics is refreshing, fun and engaging. There is a buzz amongst pupils and staff. Children love the monster characters and really respond to the multi-sensory approach. The training and support included ensures our school has a consistent approach and all staff share a common language when teaching phonics. It is useful to be part of a shared network of support to run the programme successfully. ”

Wendi Thomas, Year 2 Deputy Headteacher, Welshpool CIW Primary

“We have really noticed the children's engagement and enthusiasm. The colour-coding clearly works and children find phonics much more interesting. They'll highlight and talk about graphemes in words that aren't even colour-coded. It really captures their imagination. ”

Jackie Townley, Class Teacher/SLT, LLC Lead, Glan yr Afon Primary

“There has been a great impact on standards of reading at our school. Pupils have made pleasing progress in formative and summative assessments. This has also shown in their reading ages and written work. There has also been a positive impact on the level of engagement of our students and the enthusiasm they have shown to the teaching and learning of phonics. There has been a real buzz in the classrooms around the characters, songs and books. There is now a consistent and progressive approach to phonics and the teaching of reading at our school. ”

Joanna Taylor, Headteacher, St Michael's Catholic Primary, Pontypridd.

“The pupils love Monster Phonics, particularly the monsters! Following the planning and not using other resources from elsewhere has a positive impact on pupil learning. The daily repetition for younger pupils has been of great benefit and we are seeing positive results. Older pupils who have always struggled with reading and spelling have also made good progress.”

Pilot school A: Research Study with Monster Phonics & Mike Glavin Catalyst

“There has been a huge impact within our school and an improvement in pupils’ reading ages and their ability to blend and recognise sounds. Most of all, we are blown away by the confidence and engagement the pupils have shown towards their learning.”

Pilot school B: Research Study with Monster Phonics & Mike Glavin Catalyst

“Pupils are very enthusiastic about the scheme. They love the monsters. We have noticed that nearly all children are more engaged in phonics sessions. They have become familiar with the monsters very quickly and enjoy talking about them.”

Pilot school C: Research Study with Monster Phonics & Mike Glavin Catalyst

“The pupils have loved the scheme. They are very enthusiastic and engaged. Sound knowledge has increased in all classes. Levels in reading have improved with many children moving up over 10 levels since September.”

Pilot school D: Research Study with Monster Phonics & Mike Glavin Catalyst

“The pupils have responded so well to Monster Phonics. They love it. I teach Reception and my children love all aspects of it. The love the monsters and the colour coded sounds have made a huge impact on their reading. My children have a real passion for phonics this year. When sharing books with their friends or looking at signs and print out and about they are always identifying the graphemes that have been introduced.”

Pilot school E: Research Study with Monster Phonics & Mike Glavin Catalyst

“There is a real buzz about phonics in school. The songs have had a big impact, they are heard throughout the day and parents say they hear them at home too. Pupils are very excited for the sessions and notice if it doesn’t happen! Assessment tracking is showing many pupils are improving with their phonic knowledge. Daily feedback from staff shows many pupils are blending and doing this earlier. Most pupils are now more confident to ‘have a go’ when reading and spelling.”

Pilot school F: Research Study with Monster Phonics & Mike Glavin Catalyst

“All planning and assessments are clearly set out and the scheme is easy to follow. The characters draw the pupils in very quickly and bring their learning to life alongside the colour coded approach to phonics. Monster Phonics has a clear and well-resourced online platform with everything you need to successfully embed the scheme in a school. Alongside the resources the support you get from the team is fantastic.”

Joanna Taylor, Headteacher, St Michael's Catholic Primary, Pontypridd.

FAQs

What does the Foundational Literacy and Numeracy Plan say about phonics?

The plan says Curriculum for Wales guidance will be reviewed so that the role and importance of systematic synthetic phonics (SSP) in learning to read is unequivocal. It plans A Guide to Phonics for Schools in Wales for autumn 2026, and asks for phonics programmes to be delivered with fidelity. You can read the full plan on GOV.WALES.

Do we need to change our phonics programme?

The plan does not name a particular programme. It asks for systematic synthetic phonics, taught consistently and with fidelity. If your current programme is systematic and synthetic, and every adult is trained to deliver it in the same way, you may not need to change. The national phonics guide, due this autumn, will give more detail. We are happy to talk this through with you, whichever programme you use.

Can I try Monster Phonics with my class?

Yes, you can. A 7-day free trial lets you look at the planning and resources straight away. If your school is considering a phonics programme, email [email protected] or [email protected] and we will arrange a free full-access trial for your whole school. It includes all resources and training for ages 2 to 11, with no commitment.

Does membership include training?

Yes, our comprehensive, inclusive training is designed for the whole school. On-demand training and a schedule of live training sessions are included within the cost of your membership.

Is Monster Phonics aligned to the Curriculum for Wales?

Monster Phonics is mapped to Progression Steps 1 and 2 of the Curriculum for Wales, and Superhero Spelling covers Progression Step 3. It develops phonological and phonemic awareness, grapheme-phoneme correspondences, blending, segmenting and high-frequency words in a clear, systematic order.

Can my school start Monster Phonics at any point during the academic year?

Yes, Monster Phonics is easy to introduce at any point in the school year. View our Teaching Manual to see the Monster Phonics Progression Map. This shows the order of teaching and where to start in the Monster Phonics programme. The consistent planning makes it easy to implement improving results straight away.

Is Monster Phonics suitable for Welsh-medium schools?

Yes, Monster Phonics is suitable for English phonics instruction in Welsh-medium schools. Its systematic synthetic phonics approach is designed to support literacy in a way that complements the learning objectives outlined in the Curriculum for Wales. By focusing on phonological and phonemic awareness through engaging and multisensory techniques, it offers an effective method for teaching English phonics, accommodating the diverse needs of learners in a bilingual education system.

Do you offer support for Progression Step 3?

Yes, our spelling and vocabulary scheme, Superhero Spelling, provides comprehensive lessons for children from Years 3 to 6, going beyond the latest DfE guidance. A complete and inclusive solution for practising all statutory word lists with ease, and saving valuable teacher time. We also have intervention comics that are designed for children in Key Stage 2 who need an extra boost to help acquire core phonics skills.

Do you have resources for Nursery?

Yes, we do. Our Foundations in Phonics Nursery programme is designed for children aged 2 to 4. It builds listening, talk, vocabulary and sound awareness through stories, songs, movement and play, and includes year-round activities, downloadable resources, books with actions and assessment records.

Does Monster Phonics support recommendations made by Estyn?

Yes, Monster Phonics supports Estyn’s recommendations by offering a systematic and engaging approach to phonics teaching, which aligns with Estyn’s emphasis on effective literacy practices. The programme focuses on making phonics accessible and enjoyable, thereby addressing key aspects of literacy development recommended by Estyn, such as consistent phonics instruction and the integration of sight vocabulary for improving reading skills and fluency.