Author: Debbie

The spread of Low Traffic Neighbourhoods (LTNs), and restrictions under different titles such as ’15 minute cities’, is yet another sign of authoritarian control of ordinary people against their wishes. Dearie me – the world is full of little despots

Heaven knows all the goings-on in organisations such as the WEF and the WHO are way above my head, but there are many discerning and knowledgeable people who report on developments featuring such organisations, including suspicious collaboration with government figures

https://www.thenewera.uk/p/before-and-after This video and commentary raise very serious questions indeed as to whether any claims can possibly be made about ‘vaccine’ efficacy and the saving of millions of lives. Really? Thank you to Jeffrey Peel and Joel Smalley. Before and

https://twitter.com/Hookie62/status/1613117581186965504 Christine Anderson has long since spoken clearly about the unacceptable and undemocratic events that have taken place in the European Parliament and elsewhere. She has not been a lone voice in the European Parliament – a handful of MEPs

https://twitter.com/GTSascha/status/1609962354904797184 “17,000 Scientists and Physicians warn that the COVID (Vaccines) Experimental Genetic Therapy Injections Must End. They cause far more harm than good. Vaccinated more at risk of disease and death. It damages the heart, brain, reproduction, lungs and immune

Debbie: It is always very heartwarming to receive feedback about our programmes and resources. We hear from people all over the world using our resources ranging from teachers, to tutors, to parents, to intervention specialists – even occasional librarians and

This is an extremely important recording featuring MP Andrew Bridgen’s speech (13th December 2022) in the House of Commons calling for the complete and immediate withdrawal of the covid MRNA vaccines. In the earliest part of his speech he refers

By Debbie Hepplewhite: Teaching the English alphabetic code (the letter/s-sound correspondences) and the requisite three core phonics skills and their sub-skills for reading and spelling is based on a routine ‘phonics teaching and learning cycle‘ when it is taught SYSTEMATICALLY

Described as: The BEST Covid19 Science Talk Ever – EVERY Question Answered for the Layperson! “This talk covers EVERYTHING worth knowing and understanding – in less than 30 minutes. I think this may be my best Covid 19 presentation ever,

The need to distinguish between consonant letters and vowel letters through teaching about ‘the alphabet’ compared to consonant sounds and vowel sounds through teaching about the ‘alphabetic code’ Teachers need to teach about both ‘the alphabet’ and ‘the alphabetic code’

‘Has Big Pharma Hijacked Evidence Based Medicine?’ Twitter thread featuring links to the talk and responses: Dr Malhotra: “Watch, learn & share. We can overcome wilful blindness with the cold hard facts!” Major conference in Sweden – nothing in the

Children’s Health Defense headed up by Robert F. Kennedy Jr – USA World Council for Health – Mission Statement Dr Tess Lawrie FLCCC Alliance – Front Line COVID-19 Critical Care Alliance – created by highly published, world-renowned physicians and scholars

Here’s some back-story to the global warming movement – this should not only be of great interest to the world’s citizens, but raise grave questions. This is an important video with information and back-story that is worth the hour and

If you’re interested in history and politics and how these play out in the modern world, keep your eye on Simon Elmer’s Twitter feed. Simon Elmer illustrates the rise of fascism across the world on the pretext of the COVID-19

Debbie: I was so delighted to read about this achievement via Emma Rutherford’s Facebook page. Hearty congratulations to Emma, Bree and Rebecca for all the pioneering and hard work of these ladies – and for the hard work of their

Debbie: A year ago I was kindly sent the testimonial below which I posted amongst several other testimonials from seniors leaders in various schools using one or more of our phonics bodies of work. I’m re-posting here to highlight it

Many thanks to Rob Randel for this guest-post: In this series of short videos, you can see my five-year-old daughter, Lumen, using No Nonsense Phonics resources at home to learn how to read in English. She attends a Welsh-medium primary

Occasionally teachers write to me to ask, ‘Where is the planning?‘ for the Phonics International programme and No Nonsense Phonics (Skills). This has happened a number of times so rather than keep repeating the answer to individual teachers, I thought

It’s truly heartwarming to build relationships with people working with one’s phonics resources and suggestions who love using them, where children love them and succeed with them, and the children’s parents and carers are appreciative – and everyone ‘says so’.

This is my personal opinion based on my personal experiences, observations and reflections … At long last, the Department for Education (England) and Minister of State for School Standards, Nick Gibb, have published a substantial guidance document for the teaching

I wrote about this issue at some length via this blog, and I provided a live webinar which was recorded and is now available to view via my handwriting site. My original post does not need repeating, but the news

The impact of the Phonics International programme by Rachel Hornsey – June 2021 Our school vision, which is a thread running throughout our curriculum, is: “We work to provide our children with strong foundations on which to build their lives

I’m frequently asked if I can provide the name and contact details of people in schools that are using one (or more) of my systematic synthetic phonics programmes. It may seem strange to refer to using ‘one or more’ of

IMPORTANT UPDATE JAN 2022: Abigail Steel and I have now recorded a webinar discussing this issues around ‘matched reading books’ – this refers to the scenario in England and it includes references to research: Micromanaging Matched Reading Books Webinar In an

After nearly a year of behind-the-scenes debate with the Department for Education in England with regard to whether the DfE should persist with the idea of producing a ‘revised Letters and Sounds’, at last it has been accepted, and indeed

January 2021: This is the second post in a planned series of posts specifically linked to teaching the foundations of literacy and raising standards of literacy for all children. I hope you’ve managed to read the first post to set

As I start to write this post, I hardly know where to begin. The ‘Naked Emperor‘ story theme could not be more apt for the information I am about to relay. I think a little bit of my history is

I’ve observed the rapid growth of teaching Reception and Year One children (the four and five year olds) a form of font which is neither a simple, sensible ‘print’ nor quality teaching of joined handwriting. This is instead of teaching

At the time of writing this post (January 2021), we are in the midst of a pandemic. The UK has gone into yet another ‘lockdown’ and many schools are closed or open only to the children of key workers and

In England we have a ‘Coronavirus (COVID-19) catch-up premium’ which is Government Funded. All state-funded schools are eligible for pupils’ catch-up premium from Reception to Y11. Full information is available on the gov.uk page – click HERE If you are

This post is very important indeed. As anyone who follows me on Twitter may know, I, and others, have been very critical about the work of the Education Endowment Foundation (EEF) for some considerable time. The EEF actively undermines the

I made the acquaintance of Steve Mol via the internet. He has been very responsive and encouraging over a number of years. Here is some information about Steve and his work: Steve has always been fascinated with the English language.

Raising standards of foundational literacy in the English language is a team affair – and an international team at that. Within that bigger team, however, there are some stand-out individuals who understand the issues which continue to hold back research-informed

For PART ONE of this topic, introducing Jacqui Moller-Butcher and her work and worries about ‘look-alike reading’, click HERE. The harmful legacy of multi-cueing and its evolution into look-alike reading – a secondary school perspective by Jacqui Moller-Butcher, June 2020

PART ONE: I’ve never met secondary English teacher Jacqui Moller-Butcher but I’ve known of her since she first raised worries about her observations of ‘look-alike reading’ in an online discussion via the blog of popular KS 3 blogger, David Didau.

Background to this guest post: I received a lovely thoughtful email from Katreena which was of course wonderful to receive – so I invited Katreena to write a guest post for my blog. I’m very grateful that she was willing

IMPORTANT UPDATE JAN 2022: Abigail Steel and I have now recorded a webinar discussing this issues around ‘matched reading books’ – this refers to the scenario in England and it includes references to research: Micromanaging Matched Reading Books Webinar This post

Over the many years that my husband David and I have provided resources, information, guidance and training, David has constructed various websites – and then, poor man, he has to keep re-constructing them because of advances in technology – phew

Anyone who knows me appreciates that I consider myself to be first and foremost a ‘practitioner’, that is a very, very practical person! It was years of being a teacher, tutor, mother, special needs teacher, headteacher, teacher-trainer, phonics consultant, educational