Print this page..
Banner Link to Catalogue Link to Parent & Teacher guide Link to Free Resources

Jolly Buddies – Making A Difference

By Olubusola Eshiet
“In your PhD thesis I was struck by your references to teenage and adult non-readers.” He continued, “I would be very interested in taking this further with a proposal.” And Chris Jolly’s proposal?

“We would take a group of non-reading older pupils and train them to be 1:1 mentors of children in the middle/late primary school who are themselves struggling to read.  This will give dignity to the older pupils, a reason to get to grips with the teaching in the Jolly Phonics Extra, and it will overcome the younger illustration style.  The overall effect expected is that both older and younger pupils will learn to read.”

Is this an offer or a challenge? Whichever way, I couldn’t resist this. Yes, this should work. We have trialled several projects and often, even the seeming impossible became possible. Surely, I was up for this new adventure. We went about seeking a school where they will allow us try this new resource. That didn’t take long; the Jolly Phonics Extra Kit is fun and full of adventure. Who wouldn’t want to try it? What school head would say ‘no’ to a programme that would raise the reading level of their struggling readers? Besides, we had introduced Jolly Phonics to the school several years ago. This brought much improvement to the pupils and was an additional selling point for the school.

Jolly Buddies 2Approvals received, we set to work immediately. Keen to know what effect the JP Extra Kit will have, we started off with Burt tests of 20 selected pupils- selected by their teachers as being struggling readers. Tests done, we selected the poorest 5 in the higher classes and the same number in the lower classes. As none of them knew the sounds of the English language, it was fair to give the older ones training in the sounds so using Jolly Phonics extra Kit, we taught them the first five groups of sounds as rapidly as possible. And as for the ‘childish materials’, they were not really for these senior pupils, no, the pupils were learning to use them more importantly so that they can assist the teacher in teaching some little ones who didn’t know how to read. The older pupils set to work with great excitement. They had fun discovering all that the talking pen could do. They loved listening to the stories, searching for answers to the questions, blending and reading along with the pen and thoroughly enjoyed singing along. Before long, they were attempting to read the Readers and they found out that they were reading!

It was then time to introduce the younger buddies to the older ones. The older ones were very happy to become teachers and they immediately assumed responsibility for teaching the younger pupils how to read. It became a bonding experience for them. You would find the buddies sitting together on one chair even though there were enough seats for each person. The older ones became not only teachers but also friends. They would hold the hands of the younger ones over the talking pen and guide them through the exercises. The younger ones also soon began to read. Their joy was apparent.

After 3 months of learning with the Jolly Phonics Extra Kit, it was time to fold up the study and of course, time for an exit test. The average gain in reading age was 14 months with one of the pupils making a gain of 43 months in a 3-month long intervention! Jolly Buddies 1

The Buddies are the envy of other pupils. The class teacher for the younger pupils wished all her pupils were part of the trial. Parents begged us to allow their children into the class. The pupils are now happier and more confident readers.

Here are some comments from pupils, parents and teachers:

“I am happy I can now read long words” (Pupil who made the greatest gain)

”My neighbour’s son who could not read at all is reading very well now. Can my son join too or could you come to my house to teach him.” (A Parent whose child is in the secondary school)”

“I will like all my pupils to be part of the learning so that they can be at the same reading pace in the class. (Class teacher primary 2)

“I will like to buy this pack for teaching my children. My pupils in class have improved in reading.”(Class teacher)

JP Extra kit has a lot of benefits for teachers and pupils. Studying independently for pupils becomes easier and their understanding of blending skills becomes faster. Teacher explains less. Also, it gives room for the pupils who lag behind to catch up with the others without much teacher input. This means ‘catch up’ activities require much less time from the teacher.

There is rapid improvement when poor readers use the Jolly Phonics Extra Kit.


Posted on November 20, 2015Categories: Blog

“Right from the Horses Mouth”! by Beki Wilson

“I have learned everything I know from Sara, Sue and the children that I have taught over the past 15 years and I desperately wanted other teachers to experience what I did first hand: that light-bulb moment when you think “Aha!” now I know what all the fuss is about. Jolly Grammar…where have you been all my life?!”
Beki Wilson – Jolly Phonics Professional Trainer in Spain

Snake smiling


From Snake:

“Beki and I have spent the last 15 years teaching Jolly Phonics and Grammar to young children in Spain. Here English is taught in most schools with many classrooms following bilingual curriculums. One of the first well-known projects was the British Council/MEC Bilingual programme, which pioneered in Spain and Europe in 1996.

“Over the past few years we have been working especially hard with schools, academies, Universities and some very dedicated and enthusiastic teachers. We all have one thing in common. We want to make learning English fun.

“With Sara here, it gives people the chance to learn about Jolly Grammar years from the person who actually wrote the course: in other words, “right from the horses mouth”! Beki assures me that there is really nothing more inspiring than training with the fantastic, amazing, wonderful Sara (I am the Adjective Snake after all!)”

From Beki:

Over the past few months, many teachers from all over Spain had written to us in order to be able to join this amazing event. The majority of them already had some prior knowledge of Jolly Phonics and Grammar as many schools and teachers now use the programme.

It is now well known in Spain for the positive results that it gets when teaching English as a second language. Although Jolly Phonics is a literacy programme aimed at native English speakers, the multi-sensory approach to teaching young children how to read and write is extremely effective. It can be adapted for any age group and within any education setting, and now many language schools and academies are also using Jolly Phonics as a complimentary part of their English classes. As Jolly Phonics helps children to be able to recognize, read, write and say different letter sounds correctly, this also helps non-native English speakers with their pronunciation skills. This is especially important here in Spain as many young children are expected to do external English language exams (such as Cambridge and Trinity). Other subjects, such as Art and Science, are also taught in English in Primary.

The Training Seminar


Teachers, parents and students travelled from all over Spain in order to attend the Training Seminar with Sara, who had arrived the Wednesday before in Madrid! The course content during the day was based on Jolly Grammar 1 & 2; these are the next two years following on from Jolly Phonics. Sara took us on a wonderful journey on how to make spelling, punctuation and grammar fun for young children, sharing many simple games and activities which any busy teacher or parent can do or make. Sentence structure was made fun with the use of a washing line and we did a Make and Take Kite activity for Magic “e”. Vocabulary, nouns and comprehension activities were demonstrated through letter sound sorting boxes and picture cards. Sara also discussed creative ways to improve and adapt lessons in order to improve punctuation; for example, long and short vowels were demonstrated by using a rubber glove!

The Seminar was a success with lots of smiles at the end of the day and positive feedback. The most important part of this has been to expose teachers and parents to how a multi-sensory approach to teaching can work in any context, with children from all over the world regardless of their educational background. I, as always, continue to learn many new things from Sara, which I find both motivating and invaluable when teaching and training.

Posted on May 26, 2015Categories: Blog

“Un serpent dans l’herbe”; an unusual training in the Comoros Islands!

by Chris Jolly

chris1The four little children sitting on tiny chairs in front of me looked surprised. They were at the front of the class whilst their teachers sat at the student desks behind them. Perhaps more strangely, I was stood in front of them, talking in broken French (which is their second language anyway) about snakes and sounds and Jolly!

I was training in the Comoros, which is based in the Indian Ocean east of Mozambique. With the locals speaking a mix of Comorian, French, Arabic and Kibushi to varying levels, the Comoros is an unique jumble of cultures – the last place you would think needs another language!

However, I was in the Comoros because I have been trying to reach widely with Jolly Phonics by providing the first year of the programme philanthropically to state schools in Africa. This has been made possible by working with excellent NGO partners, such as Universal Learning Solutions.  These schools typically have the greatest need yet are the most difficult to access. The Comoros islands was part of my latest tour through Africa, and this was how I ended up in front of these four pupils.

Unfortunately I had not been able to make contact with the Ministry of Education before I arrived in the Comoros, but a quick Google led me to contact Nouzlat, who was from the islands but now runs a Comoros social centre in Manchester: she was just wonderful, and she put me in contact with multiple private schools in the state!

Through sporadic emails and phone calls, all in my static French, the arrangements were made. I managed to secure a headteacher of a local private school, Mr Moussa, who was there at the airport to meet me and who had agreed to let me train in his school.

True to his word, prior to my arrival Mr Moussa had sent around our flyer and invited teachers from 12 other private schools to his school.  Because of the intense heat we began the training at 8am and finished at noon. The teachers were keen enough to teach English, and although they might reasonably have been sceptical of me turning up with an entirely new programme, the demand to learn English was there. These teachers, like my Mancunian acquaintance, told me how important the learning of English is for their pupils, and explained how they would need it in the future for work, and for engaging with the professional world in general. They said how the parents too want it for their children, even though there is little use of English in the country, allaying my previous concerns.

Chris's training4The four children in front of me had to be poked gently by the teachers to pay attention. I began telling them the story for sss. I told them how I was going for a walk, how I then discovered un serpent dans l’herbe, which hissed at me ‘sss…sss…sss’. I waved my arm across my body as I did so. I introduced two more letter sounds in the Jolly formula: story, sound and action. I then  asked the teachers to have a go with other sounds in the first group.  Before long I had the children waving their hands at the flash cards for these sounds, and drawing their chairs up closer to see the book. I was surprised by how quickly they became engaged with it, particularly with so little environmental English knowledge. By the end one boy had even progressed so far that he was able to blend the word ‘spoon’. It was just wonderful to see their progress, and of course it was inspiring to the teachers to see the immediate progress of the children.

After a shorter second morning of training, I moved on, leaving the teachers to take away teaching materials for their schools so they could get continue with the programme. I have since had email contact (and photos, see below) to say it is going really well, which is very encouraging! So it has been a good beginning, reaching further in Africa to help in the teaching of English.Comoros Teachers 2 Weeks Later1

Posted on March 6, 2015Categories: Blog

What’s tech got to do with it?


by Claire Rodwell

Claire, one of our newest recruits, attends The BETT Show for the first time this year…

There were more reasons than usual to attend the British Educational Training and Technology Show this January, with six new products being released by our team since Bett 2014!

This was my first year at Bett, and I was excited. For those unfamiliar with the exhibition, the Bett show is to education what Paris fashion week is to seasonal trends: industry experts displaying their latest products in a truly cavernous hall playing (slightly questionable) chart music. When I arrived, I found a steady supply of decent coffee, free stationary at every turn, and an IT company masquerading as a cocktail bar. It was an educator’s paradise.

With exhibition stands that looked more like post-modernist sculptures, the theme for this year was definitely ‘innovative’. Several products were about multi-functional immersive education: a kind of wiki-vision, if you will. Next door to our stand (F421, if you missed us) was an interactive floor and three walls: an Imax-style environment for children with different scenes controlled by apps on an iPad. You could have an oral french class ‘outside’ l’Arc de Triomphe. My shaky translation of ‘mushrooms’ into ‘champignons’ was apprehended by the voice recognition software. You could also play in a ‘snowstorm’, where your feet made ‘footprints’ in the floor and when you held your hand against the screen you could ‘collect’ virtual snowflakes, confirming a lot of recent blog chatter: ‘edutainment’ is officially a thing. Other futuristic gems included a literal ‘desktop’, by which I mean a virtual classroom desk for group work, thumbprint recognition software for buying your school dinner, and I definitely spotted at least one 3D printer.

With interactive education clearly the tone for 2015, it is no surprise that our Jolly Phonics Letter Sounds app was our star-player during the week. A recent finalist of the Early Years category in the BETT 2015 awards, as well as a finalist in UX UK User Experience Awards 2014, ‘Bee’ introduces you to the 42 letter sounds through various games on letter formation, sound recognition, blending and simple segmentation/spelling. This made it very popular amongst Reception and Pre-School teachers, as did the 50% volume discount purchase from the Apple Store!

It was very reassuring how well our whole digital software range was well-received; the Interactive Whiteboard Software was as popular as ever for its abundance of teaching content, whilst the Grammar Games also made a popular debut.

Our expanded range of grammar, spelling and punctuation content now going up to The Grammar 5 Handbook was also a pleasant revelation for those familiar to Jolly Phonics. The richness of its content, going above and beyond the national curriculum standard, was well-noted, with one teacher telling me he’d be astounded if his Year 10’s could grasp the more complex grammar concepts! Accompanying resources, such as Grammar Songs and the Blends Wheels, were subsequently popular. The Jolly Extra (plus one illustrious talking pen) maintained its popularity with specialist educationalists, from home-schoolers, SEN teachers, or those teaching ESL.

All in all, my first ‘Bettperience’ was a positive start to a busy year, with The Grammar 6 Handbook being released and allowing us to cover all of the primary school years. We are finally producing the Android-friendly Jolly Phonics Letter Sounds App in early spring, as well as annual phonics, grammar, spelling and punctuation training is also set to run during back to school season in Autumn.

If you would like more information about the expanded Jolly Phonics programme, finding a Jolly Phonics trainer or attending one of our national workshops in London, Cardiff, Aberdeen and Glasgow, please email for more details.

Posted on February 4, 2015Categories: Blog

Blog Main Menu - Click Here

Your Shopping Cart

Notice Board

Jolly Songs App Now Available

All our hugely popular songs from Jolly Phonics are now available in one fun app for iPad/iPhones and Android devices, which includes the actions and all for £2.99.

Click here to view it for Apple devices

Click here to view it for Android devices

Jolly Phonics Lessons App available to download for FREE!

We are delighted to announce that the Jolly Phonics Lessons app is now available to download for both Apple and Android phones and tablets and, for a limited time only, is completely free! Download it now whilst you can!

Click here to view it for Apple devices

Click here to view it for Android devices