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Success Stories

When I came across Monster Phonics I was instantly smitten. Children clearly adored it and the teachers were huge advocates of the scheme.  I have seen pretty much everything during my time in education but this really stands out as the most fun, engaging approach that I have seen, which genuinely creates happy, confident learners. In my humble opinion, Monster Phonics is unrivalled as an all-encompassing and exciting phonics approach for EYFS and KS1 and as an intervention programme in KS2.

Using colour to show sound makes it truly multisensory, which is why it helps all children learn. The improved results in schools using Monster Phonics are significant. I would urge any school and any teacher seeking to better help all children to start using Monster Phonics today.

Ros Wilson, Creator of Big Writing

Last year was the first year that we did it for the whole year and our phonics screening results were the highest by a long way compared to previous years. The children did amazingly well and in our area of Hampshire we did really well. We completely correlate that to Monster Phonics. Their reading progression changed so dramatically through the year.

We did the trial and within two sessions we knew that we wanted to carry on with it, we were really impressed. The kids loved it… there was no way we could have done two days of the trial and then said, we’re not going to do those monsters anymore, because the children were completely taken in that first session.

Since 2016, Great Binfields Primary phonics results have increased by 9.5% points. Great Binfields Primary Scores are 7.7% above the Hampshire average and 8.6% above the Natio nal average.

Laura Hanafin, Year 1 Teacher, Great Binfields Primary, Hampshire

We’ve been really pleased with the Monster Phonics resources and programme. Pupils are securing understanding of phonic sounds far quicker compared to previous years. The layout of the scheme enables secure coverage ready for the Year 1 screening check. Great for planning and extremely straight forward to use and access. The resources are fun and varied. We have enjoyed phonics sessions.

Ewa Wilson, Head of School at Bonners CE Primary School, East Sussex

We have found Monster Phonics has reignited enthusiasm in the children as it is very multisensory and provides a range of ideas that we can use for individuals, depending on their needs, at both a whole class and intervention level. We have found it particularly successful with our boys.

Last year we started using this in term 4 in Foundation Stage and Year 1 and were pleased with the outcome of our phonics testing being the highest yet at 86%. We therefore made the decision to continue with our subscription and have started teaching it to our new children. We now use it through Foundation Stage, 1 and 2 and we have seen the children using the different monster characters to explore alternatives for their writing rather than always sticking to the same sound.

Victoria Alliston, River Primary School, Kent

Monster Phonics has been a great tool for the school and definitely something that we are keen to renew for the new academic year. All the children have benefited from the different resources and have engaged in the variety of exciting lessons.

Anita Spanou, St Pauls and All Hallows School, Haringey

I feel that my study offers a reasonable amount of evidence to support the DfES’s (2014) claim, that Monster Phonics provides a ‘first and fast’ approach to developing word recognition skills during the early years.

Emma Garrett, Research Dissertation on The Impact of Monster Phonics on Emergent Literacy Skills in Young Children, University of East London

My pupils adore the monster characters and constantly relate to them when they are reading or writing. Not only are the children able to make easy connections to the sounds the characters represent but they love their stories and the catchy songs or dances.

It is always a concern at the start of the year when children struggle to spell words commonly used in their daily lives as well as those known in the teaching world as the high frequency words. Monster Phonics has addressed the gap for me by identifying those words and phonics that children need to access straight away, not once they’ve worked their way through a phase or a spelling scheme.

I know when something wonderful is working for the children in my class, that it’s a keeper and Monster Phonics has it place firmly embedded in my Literacy programme.

Maryse Vernon, Year 2 Teacher at Harrow International School, Bangkok

My children love this programme, especially the different characters used throughout. They enjoy using the coloured magnetic letters and using them to practise spelling the words. They also enjoy making up stories to go with each of the characters and use as many words as they can from the word lists to reinforce the phoneme and the spelling pattern.

The word lists are extremely useful for the teacher and are very comprehensive, ranging from simple to more advanced words, so my older SEN children have benefited hugely. The ghosts and the tricky witch are our favourite characters!

Amy Allen, SEN Teacher, Alice Smith International School, Malaysia

Children loved the monsters and really identified with them

The colours helped children to ‘hook’ onto sounds easily – highly effective visual/auditory link

They noticed monster digraphs within words when reading in other situations

Children became so familiar with visuals they were able to decide whether choice of digraphs looked right for spelling – supports visual memory

Songs/visuals support memory

Children (boys particularly) more engaged and excited about learning. Had much more fun – learnt through play by using the games

Staff enjoyed teaching MP and watching the penny drop

Children asked to continue after SATs/end of term – disappointed when lessons didn’t happen

Ghost letters allowed exploration of more complex words and helped children to become genuinely interested in how they worked – wouldn’t have tackled these words without them – supported the explanation of unusual spellings.

Feedback from the Leicester City Schools SENCO Trial, January-June 2016