Why the Phonics Screening CheckiIncludes “nonsense” (alien) words

One of the most common questions we hear from parents is:

“Why are children asked to read nonsense words? They’re not real, so they don’t make sense.”

This is a very understandable reaction.

The purpose of nonsense words

The phonics screening check includes pseudo‑words (sometimes called “alien words”) for a clear and deliberate reason:

• Real words can sometimes be memorised or guessed
• Pseudo‑words cannot be recognised by sight
• Children must rely purely on their phonics knowledge

This allows the check to answer one key question:

Can your child use phonics to decode any unfamiliar word?

This skill is essential for real reading. As children move through school, they will encounter:

• New vocabulary in novels
• Technical words in science and geography
• Unfamiliar names and subject‑specific language

Secure phonics enables children to approach these unknown words confidently, rather than guessing or avoiding them.

Why practice still matters at home

Some parents tell us that phonics practice doesn’t happen at home because:

• “The words aren’t real”
• “It feels pointless”
• “My child finds it frustrating”

While this is understandable, practising decoding (real and nonsense words) is precisely what helps phonics move into long‑term memory and become automatic. When this happens, children stop having to think so hard about decoding and reading becomes enjoyable and fluent.

Why the Year 4 multiplication tables check is timed

Another frequent concern we hear is:

“My child knows their tables, but not quickly under pressure.”

The timed nature of the multiplication check is not about stress or competition. It is about automaticity.

Why speed matters in maths learning

The DfE explains that:

• Fluent recall of facts reduces cognitive load
• This frees up mental space for reasoning and problem-solving
• Maths becomes less tiring and more accessible

A child who has to work out 7 × 8 every time they see it is using valuable working memory that could otherwise be used to:

• Solve multi‑step problems
• Understand fractions and decimals
• Apply maths to real‑life situations

Automatic recall allows children to think mathematically, not just calculate.

Common reasons parents give for limited practice – and our response

We truly understand that family life is busy. Parents have shared many honest reasons why practice can be difficult at home, including:

“There’s too much screen time already”

This is a very valid concern.
While programmes like Times Tables Rock Stars are optional support tools, times tables can just as easily be practised:

• Orally in the car
• While setting the table
• Through quick-fire questioning
• With chants or songs — no screen required

Little and often makes the biggest difference.

“We don’t want learning to become a battle”

Absolutely,  learning should not be stressful. The key is:

• Short sessions (2–5 minutes)
• Low pressure
• High encouragement

Confidence grows when children experience success, not when practice becomes lengthy or overwhelming.

“My child knows it,  just not under test conditions”

This is precisely why practice is important. Regular retrieval:

• Builds confidence
• Strengthens memory
• Makes recall more automatic

Over time, children feel less pressure because the knowledge is secure.

Fluency, automaticity and long‑term memory: Why schools keep revisiting basics

DfE guidance is clear that learning must be revisited deliberately to ensure it transfers into long‑term memory. This is why schools:

• Regularly revisit phonics sounds
• Practise times tables across multiple years
• Build retrieval into daily lessons

This repetition is not “going backwards”  it is what ensures learning sticks.

Supporting Children with SEND

We recognise that for children with Special Educational Needs and Disabilities (SEND), phonics and multiplication tables can present additional challenges  and that progress may look different for every child. DfE guidance is clear that all children are entitled to access a broad and ambitious curriculum, with appropriate adaptations, scaffolds and support where needed. For some children, building phonics or times table knowledge may take longer, require alternative approaches, or focus more on confidence and functional application than speed alone. Practice at home might look different too: shorter sessions, overlearning key content, practical resources, visual prompts, or verbal responses rather than written ones. Importantly, national checks are snapshots, not definitions of a child’s ability or potential. Teachers use a wide range of evidence, not just test outcomes, to understand each child’s strengths and next steps. Working together with families, we aim to ensure that children with SEND are supported to develop secure, usable foundations at a pace that is right for them, enabling them to flourish both academically and emotionally.

How parents and school can work together

You do not need to be an expert to support your child. What matters most is:

• Positive encouragement
• Brief but regular practice
• Reassurance that effort matters more than speed

When school and families work together to support phonics and times tables, children gain the secure foundations they need to succeed not just in tests,  but throughout their education.

If you ever have questions or concerns about these checks or how best to support your child, please speak to your child’s class teacher. They are always happy to help.

Clare Haines