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Jolly Learning in

  • Welcome to Jolly Learning

  • Neeti Nagarkar


    Neeti has been using Jolly Phonics with children for over a decade and has seen remarkable improvement in their reading and writing skills. She is amazed to see their pace and ease of learning as they build confidence, correct pronunciation and learn the language as opposed to memorising spellings. She has now started working with children with special needs, and is happy to see their excitement when using Jolly Phonics.

    As a trainer, Neeti wants to help as many children as she can benefit from learning English through Jolly Phonics, and so she wants to train more teachers, special educators and mothers to make this happen. She is also planning on working with government schools in the Akola district of Maharashtra State.

    Across India
  • Neha Khanna

    The Hague

    Neha-KhannaNeha graduated from Bombay University with a Masters in Computer Engineering. She taught the College Freshman year in the Engineering program for 5 years. With a Masters in Psychotherapy and Counselling, Neha is additionally TESOL and ECCE certified. From the minute she began using Jolly Phonics while working as a class assistant in Singapore, she experienced phenomenal success of the students learning English so efficiently. Neha continued to use Jolly Phonics upon moving to the Netherlands and now runs Pearl Kidzz Learning Centre.

    Neha has been teaching Jolly Phonics for several years in both Singapore and the Netherlands. She witnessed the struggles children went through when learning to read and was sad to see children suffering from low self confidence and falling behind with basic communication skills. Neha sees how the Jolly Phonics programme has empowered children to enjoy reading, increase their vocabulary and learn in a fun way. The multi-sensory learning caters to every kind of child, with all children enjoying the programme and being motivated to learn. Jolly Phonics opens a child’s mind to a whole new world teaching. With reading, children build creativity and imagination.

    Literacy is the basic right of every child and Neha wants to spread her knowledge of Jolly Phonics to train other educators and parents all over the world so they can also help their students achieve confidence and rediscover the joy of learning.

    All over Europe and India
  • Prekebena Eric Oyin

    temp_photoPrekebena Eric is a trained teacher, passionate about providing quality training across Nigeria. He has a BSc. Ed, Nigeria Certificate in Education, and a Diploma in Educational Psychology. Eric is the Director of Lanmoni Educational Services, a firm that has trained many teachers since 2009. He has taught for over 10 years from prep grade to year 9 in secondary school and has used Jolly Phonics for over 8 years with outstanding results. He lives and works in Yenagoa, Bayelsa State.

    Across Nigeria
  • Tatiana Iaconianni

    Tatiana-IaconianniBuenos Aires

    Tatiana Iaconianni is a graduate English teacher of ISP Dr. Antonio Maria Saenz and is currently attending the Lincenciatura in Linguistics at UNL. She has been working as a primary teacher at the bilingual schools Lomas High School and Saint Michael’s College for the last five years. She has developed a special interest in helping students improve their reading and writing skills and has found Jolly Phonics really useful for that purpose.

    Tatiana first began working with Jolly Phonics in the year 2013 and was amazed to find out that there was an abysmal gap between groups that had been taught how to read and write with Jolly Phonics and the ones that had not. Since 2013, she has noticed that using Jolly Phonics has helped students read fluently, produce sounds more accurately and write more independently. She thinks Jolly Phonics provides children with a safe and fun learning environment.

    Tatiana would like to share her experience with others so that teachers and parents can realise how much they can benefit from using Jolly Phonics. She would like to show everyone that it is possible for any teacher to take advantage of this programme and make a real difference.

    (+54) 1133 086 644
    Argentina and abroad.
  • David Watkins


    David is originally from the UK but has been living and working in Japan since 2001, teaching in both private and public schools. In 2013, David set up Yamatalk English school to focus on teaching younger learners. David began to teach with Jolly Phonics in 2014, seeing outstanding results from his students. He finds Jolly Phonics to be a wonderful way not only to teach children literacy, but to also unlock their enthusiasm and motivation for studying English.

    David would like to share his experiences with Jolly Phonics as a means to teach literacy, not just with other teachers, but with parents looking to get more involved in their children’s English learning.


    Japan (and other countries in the region with notice)
  • Nasreen Sameer Abdalla


    Nasreen is an English teacher and Pre-School Manager in Khartoum. She discovered Jolly Phonics over six years ago and found that teaching children to read and write with Jolly Phonics became much easier and so much more fun, for both her and her students. She is still amazed at the results the students achieve and feels that Jolly Phonics has changed the myth that non-native English students can never be as good as native English students. She is willing to share her teaching experiences with Jolly Phonics with everyone.

  • Heather Joy Sharon

    St. Philip

    Joy currently runs 1 to 1 Tutoring with Joy; a successful tutoring service for primary aged children in Barbados using Jolly Phonics as the key principal method of teaching English. Having been an experienced primary school teacher of 12 years in the UK and Qatar before moving to Barbados, Joy has found that Jolly Phonics aids the learning of the English language across all the countries she has worked in.

    Utilising the Jolly Phonics multi-sensory approach to reading and writing has lead Joy to see the children’s potential become unlocked, and for them to become confident readers and writers. Joy also supports teachers, schools and educational establishments with the planning and delivery of Jolly Phonics and Grammar, enabling teachers to achieve outstanding results with their students.

    Find her on Facebook here.

    +1 246 239 6593
    Willing to travel where there is a need
  • Fernanda Panzitta

    FernandaLanus, Buenos Aires

    Fernanda Panzitta is a graduate English teacher of ISP DR. Antonio M. Saenz and is currently specialising in the teaching of phonics and phonology to young learners. She has been teaching English in kindergarten and primary levels for the past ten years. When she became aware of the Jolly Phonics programme she was delighted with the results of the method, and immediately decided to apply it with her own students.

    Fernanda has been teaching with Jolly Phonics for the past five years, finding it the key to aid students in their reading and writing processes. She has found that children love learning a new sound every day, that they are the ones asking for a new sound as soon as classes begin. She has noticed a wide difference in the way students read, write and pronounce in English. She now cannot imagine teaching without this method.

    Fernanda would love to share her experience and ideas with teachers all over the world. She strongly believes that synthetic phonics works with all types of students and she will provide teachers with warm support, guidance and ideas, showing her care for an effective teaching experience.

    +54 11 3702-5335
    Argentina and abroad.
  • Dina Qbeiwi


    Dina Qbeiwi is a pre-school and Kindergarten teacher with over 10 years of experience, teaching English to children from Arabic, English and other backgrounds. She is a strong believer in Jolly Phonics for she has used the programme with different age groups and has witnessed its outstanding results from her students, as well as deep satisfaction from their parents.

    Dina is keen to share her successful journey of the Jolly Phonics programme and pass her experiences on to other teachers to give them a better understanding of the programme’s approach and how to best apply it in their classrooms.

    +962 796 360 088
    Any safe-to-travel areas
  • Svetlana Golubeva

    svetlana-golubevaSvetlana Golubeva has devoted her life teaching English as a foreign language to children and adults. Since finding Jolly Phonics and Jolly Grammar she has achieved amazing results with her current students. They were able to achieve highest scores in their state, international exams as well as Advanced Awards Competitions.

    She has graduated from Saint Petersburg State University with a distinction in MA English Language. Her portfolio includes world recognized certifications such as TKT, CPE Cambridge Certificate in English and she has been Cambridge ESOL examiner.

    Since joining Jolly Phonics team, she has been travelling to many cities in Russia, visiting schools, sharing experience, giving seminars and meeting head teachers and government officials as Jolly Phonics coordinator in Russia.

    Russia: +79217484379 UK +447826869522
  • Stella Maris Martino

    stella-maris-martinoBuenos Aires

    Stella is a graduate teacher from the National University of Mar del Plata, Argentina. She has been teaching English for over 25 years to children and adolescents. She has developed EFL classroom projects at both private and state institutions. She works at AACI Certificates (Asociación Argentina de Cultura Inglesa) as an exams developer and she is a Cambridge English Speaking Examiner.

    When she came across Jolly Phonics it was ‘love at first sight’. She took part in a pilot experience that was being carried out in some state schools in Buenos Aires in 2014. Since then, she has been applying the Jolly Phonics programme in all her classes with excellent results. She has also spread the word about the benefits of the synthetic phonics method at different lectures.

    Stella currently works as a teacher trainer at the government’s professional training centre in the  Autonomous City of Buenos Aires where she coaches  other English teachers on how to use the synthetic phonics method.

    You can see recordings of Stella’s students reading words and short texts on her YouTube Channel The Reading Corner.

    +54 11 4502-0664 / +54 11 6368-0474
    Argentina and neighbouring countries
  • Gisel Eiriz

    giselleBuenos Aires

    Gisel graduated as an English Teacher at Instituto Nacional Superior del Profesorado Técnico. She has taught children, teens and adults for over 18 years. She started using Jolly Phonics in 2013 in primary state schools in the city of Buenos Aires. She saw a huge change in her students as regards their reading and writing skills as well as their pronunciation and comprehension of texts. She has trained teachers on this method at private and state schools for two years now.

    +54 11 4706 0159
    +54 11 5490 0130
    Argentina and abroad.
  • Nidia Roxana Igielski

    roxanaBuenos Aires

    Roxana is a graduate Primary School Teacher and Sworn Translator and has been teaching in both state and private schools and translating for many companies for the past 25 years within Buenos Aires. She has ruled over her own School of Language, Leighton Institute since 1997 and has been the head of the English Department at Adveniat Secondary School since 2015.

    Roxana first began to use Jolly Phonics in her teaching in 2013, after becoming involved in a Jolly Phonics pilot project for six state schools in Buenos Aires. The results of using Jolly Phonics was a turning point in Roxana’s professional life. She now feels that her students look forward to their English lessons as they are attractive, fun and more memorable, in turn the students have more confidence and have a complete understanding of what they are reading and writing. Before Jolly Phonics Roxana felt there was something missing and with Jolly Phonics the students have the necessary tools to read and write in English.

    Roxana sees a big difference working with synthetic phonics and is convinced of the success in using Jolly Phonics. For that reason she would like to share her knowledge and enthusiasm with others.

    +54 11 4443 0325
    +54 15 2470 0325
    Provinces of Argentina and neighbouring countries
  • Khooshi L. Savla


    Khooshi is a Clinical Psychologist and a counsellor by profession from Mumbai. She is running a learning institute in the name of WISE (Smart Edutainment) for the last 11 years in Ghatkopar and Bhandup. WISE teaches over 125 children every year through the two branches with Jolly Phonics. Khooshi has been using phonics in her teaching since 2005 and after being introduced to Jolly Phonics in 2010, she began to use more and more of this method until it became fully integrated in her teaching.

    Khooshi has conducted several workshops on Jolly Phonics for individuals, pre-schools, international schools, young mothers and teachers. She holds regular training in Hyderabad, Baroda, Pune, Mumbai and Bangalore.

    “Jolly Phonics, being a multi-sensory programme provides an enriching environment among children, parents and teachers.”

    089 7651 4108
    Willing to travel across India and beyond
  • Mrs. Preeti Lodaya

    preetiMulund (Mumbai)

    Preeti graduated from Somaiya College and she is a certified holder of Early Childhood Education and has been in the education sector for 18 years. Preeti felt saddened to see children struggling in their reading and writing so she decided to use phonic methodology in her teaching. Implementing Jolly Phonics in her classes gave Preeti tremendous results, her students became excellent readers and creative writers. After seeing the results from using Jolly Phonics, Preeti founded the Star Kids Phonetic and Grammar Workshop centre in 2009, which has since given the students a fantastic opportunity to read and write.

    Star Kids Phonic and Grammar Workshop exclusively teaches language skills to students. Every year many of the students are participants of different competitions and exams including Spell Bee, Spell Quest, Maars and English Olympiad. Students have often won medals and reached an international level within these trails.

    Preeti has experienced the immense benefit of Jolly Phonics and is eager to spread the word to every  corner of the world to help develop literacy skills. Each year she helps more than 250 students learn to read and write. She also organises phonic awareness camps for parents to help their understanding of phonics. Preeti is keen to share her knowledge and experience with other teachers and schools.

    +91 98 3377 2946
    Interested to travel across India and beyond.
  • Sadia Malik


    Sadia, a teacher from Canada is trained in Montessori Education from Association Montessori Internationale in Toronto. She has a wide breadth of knowledge and international experience within the teaching sector and runs a learning centre called Jolly Good Learning. Here, she teaches Jolly Phonics, Jolly Grammar, Creative Writing and Mathematics. Her students range from the very young to anyone who wishes to learn. Through her experience with Jolly Phonics she has seen tremendous transformation in children and adults alike, especially those with an ESL background.

    An avid educationalist and traveller, Sadia offers trainings to individuals and organisations, both nationally and internationally. Her trainings are informative, animated and interactive resulting in confident and trained Jolly Phonics teachers.

    Request a free demonstration today.

    Throughout Pakistan and abroad.
  • Elnara Hasanova


    Elnara is a Cambridge qualified primary school teacher, full of energy and passion for teaching small children. She graduated from Khazar University with a Bachelor of Science in Elementary Education and has spent 5 years teaching English in government schools before becoming a Head Teacher of Evika School in 2016. From the use of Jolly Phonics in her classes, Elnara has achieved unbelievable results with her students and has successfully developed her knowledge and skill in the English language.
    Currently working as the Director of the Cambridge Primary Department, Elnara controls the training of English teachers within the school. With her background of using Jolly Phonics, Elnara sees this as the key to successfully train teachers so that everyone can achieve greater results in English with their students.
    Elnara is happy to share her experiences on using Jolly Phonics and wishes for all primary school students in Azerbaijan to read English fluently.

    You can find Elnara on Facebook here

    You can following Elnara’s blog page here

    009945 0458 6478
    All of Azerbaijan
  • Mrs. Irechkwu Hannah Kalu


    Irechukwu is presently teaching at Indian International School and has an extensive background of primary teaching in Benin. She obtained her National Certificate in Education at the National Institute, Kaduna where she studied sociology in education.

    Irechukwu was introduced to Jolly Phonics in 2006 and began to implement this method of teaching right away. She has made a tremendous impact to her teaching career since starting to use it as her students were progressing at a quicker and less stressful rate than previously. Both parents of her students and colleagues in the school are keen to learn about Jolly Phonics in order to teach their children at home and in their classes. Jolly Phonics makes learning interesting and simple which has led to enormous and positive results for the students. Irechukwu is happy to share her experiences with others.

    +229 979 89 480
    All Benin and Africa
  • Falak Kashif


    Falak is a teacher and trainer of Jolly Phonics and has spent some of her time working with Fatima-Tuz-Zahra at Phonics Club; a learning centre specifically teaching with the Jolly Phonics method.  Falak has independently taught many children over the years, and when using Jolly Phonics she was so impressed with the speed and enthusiasm of the students’ learning that she now uses nothing else.

    Falak is now eager to pass on her experience and knowledge of Jolly Phonics so that other teachers and parents can benefit their students and children they are teaching. Her target is to spread Jolly Phonics across the whole of Pakistan to ensure the country meets international educational standards.


    0092 321 498 6570
    Pakistan and abroad
  • Betty O’Connor-Williams


    Betty studied in both India and America achieving her BA at Bombay University and her ECE from Palomar Community College, San Marcos and certification for Train the Trainer by American TESOL; before she began to teach early years. She became the lead teacher working with 3 and 4 year olds in Virginia, USA until 2009 and returned to India.

    On her return to India, Betty opened her own learning centre called Precious Lil’ Ones Preschool, located in Mumbai, whereby an after school programme called Phonicland was introduced; practicing the Jolly Phonics methodology. This programme greatly benefitted children 4-6 years of age, most of them non-native English speakers. These children learned to speak, read, write and spell in English by using Jolly Phonics. Because of this Betty then implemented Jolly Phonics as the curriculum in her preschool. To date, Betty has taught over 600 3 and 4 years olds with Jolly Phonics.

    Betty has come across ladies from vernacular backgrounds, with limited English who are wanting to learn the Jolly Phonics method to teach their children at home, and to begin small classes at home to earn an income. This impressed Betty so much, she wanted to reach out to adults in India with the Jolly Phonics method, so that more children can benefit from such a successful programme.

    “Jolly Phonics is a fun way to teach and a fun way to learn. When children can read, write and spell they have the power to move forward.”

    919 892 623 348
    Willing to travel across India and beyond
  • Mr. Diego Zaffaroni


    Diego Zaffaroni works as Lower School Principal at Duhok Word School, an authorised IB World School. He is a qualified primary school teacher, teacher trainer and consultant with a particular interest in young learners’ development of literacy skills.

    Diego has worked for five years as Bilingual Education School Coordinator, a project which was supported jointly by the British Council and the Italian Ministry of Education; also, he was the Programme Director at an innovative international school in Milan which is now recognised by Cambridge International Examinations and the Italian Ministry of Education.

    Diego has seen better and better results with Jolly Phonics over the time he and his fellow teachers have used it; Jolly Phonics has demonstrated to be highly beneficial to all children on their way to becoming independent readers.

    Kurdistan Region and Italy
  • Betty Hinamunimo


    Betty’s background is in Education specialising in the English Language. She is currently employed with a Non Government Organization (Care International in PNG) where she will be facilitating Jolly Phonics Training for  early child and elementary teachers in a Papua New Guinean context. Betty has spent time developing a phonetic programme for Papua New Guinea which emphasises the correct pronunciation of the letter sounds.

    Betty has been teaching with Jolly Phonics for the past 4 years and from the beginning, she soon  witnessed children being able to read short sentences after only 6 weeks of teaching with the Jolly Phonics programme. The children continue to demonstrate high grading in their English subject compare to other classes. The parents continue to be amazed to see how well their child was performing at home.

    Betty passionately believes the Jolly phonics Program is well designed to cater for multi and diverse language speakers. She notices how it includes the principle of teaching from known to unknown whereby children are exposed to multi-sensory activities. Betty would recommend Papua New Guinean teachers to use Jolly Phonics Program as the programme is well designed to cater for teachers and parents to use in the classroom and also at home.

    +67 570 482 297
    Within Papua New Guinea
  • Rohini Vij


    Rohini Vij is professional storyteller, educator and teacher’s trainer. She is also the founder of NutSpace Edtech Pvt. Ltd. and brings with her immense positive experience in implementing Jolly Phonics at NutSpace. She has been using Jolly phonics successfully for the last few years as part of NutSpace’s Phonics Stories Program (run in school and as an after school activity). Rohini has seen phenomenal results in children using the Phonics Stories program that uses Jolly phonics at its core and feels it is a fantastic way to help lay a strong foundation in children’s reading and writing skills. She feels confident about spreading this wonderful concept far and wide so as to help children fall in love with reading, writing and speaking English. 

    +919 793 283 333
    Willing to travel anywhere
  • Shino Abe

    shinoYokohama, Kanagawa

    Shino has been working for Yokosuka Gakuin Elementary School in Kanagawa since 2006. She has seen the impact of Jolly Phonics and the outstanding results that their students have achieved learning English with the Jolly Phonics programme. Shino firmly believes that Jolly Phonics is the best solution for learning to read, write and speak in English, so would love to share her experiences with other teachers, so they too can make a difference to their students and schools.


    +81 (0)46852 1920
    All of Japan
  • Shalinidevi Ramanathan


    shaliniShalini is a passionate teacher and an enterprising woman. She runs ‘Phonics Power’ – an exclusive learning centre for phonics and grammar. She has been using Jolly Phonics extensively in her classroom since 2012. Phonics Power teaches over 300 children every year through its three branches across Chennai.

    Shalini is actively involved in training teachers and has trained 1000 + teachers in Jolly Phonics/Jolly Grammar. She has helped 60+ Primary schools and teacher training Institutes implement Jolly Phonics in their institutions. She serves as the academic consultant and curriculum planner in many of these schools. She also helps them use guided reading & extensive reading effectively in their classrooms.  She attends various workshops, conferences and seminars on ‘Teaching Literacy ‘in India and abroad.

    “Jolly Phonics provides an active learning environment through its simple, step by step, fun-filled approach to teaching literacy and helps many children take a quantum leap in their literacy skills.”

    + 919884088958
    Across India and abroad
  • Khushbu Porwal


    khushbuMs. Khushbu Porwal has been associated within the educational sector for more than 8 years. She is a firm believer of the Jolly Phonics approach and she has immense experience in successfully using it for teaching children in Mumbai. She ran an institute “Phonics Essential” in Mumbai in which has trained more than 350 students and supported 65 teachers in teaching Jolly Phonics. Khushbu has seen exceptional transformations in which Jolly Phonics brings to children and teachers.

    Recently Khushbu relocated to Jakarta. She believes that due to a young and growing population in Indonesia, there is great potential for synthetic phonics to be used in the teaching of English. Khushbu can provide training in Jakarta & Mumbai and can plan for special session in other towns across Indonesia, India and South East Asian countries.

    +62 878 7756 9174
    Indonesia, India and South East Asian Countries
  • Loch C Chapple

    Mr-Lokki-picMr. Loch Chapple is a qualified and experienced instructor who holds a Bachelor of Psychology degree from Jones University. Mr. Chapple has used Jolly Phonics and Grammar with outstanding results from international countries such as UK, USA, China, Philippines, Russia, Korea, Japan and Thailand.

    In addition to being a certified Jolly Phonics and Grammar professional trainer, Mr. Chapple has extensive knowledge and experience teaching primary school grades as well as training teachers at both private and international schools throughout Thailand and neighbouring countries.

    Currently, Mr. Chapple works as the Head of Kindergarten and Lower-Primary Grades, and also the Head of Development and Planning for Burapha Phatthanasart School.

    089 499 4462
    094 242 8265
    Thailand, South East Asia and Australia
  • Nicola Carr-White

    Nicola-Carr-WhiteWestern Australia

    Nicola Carr-White has taught in many and varied roles during her teaching career which spans almost 30 years. She began teaching Jolly Phonics with Kindy/Pre-Primary students followed by Junior Primary for several years and found that the program produced outstanding student results in early literacy. She is available to conduct training in a variety of formats, from staff meeting presentations to full day workshops, throughout Western Australia and further afield by invitation.

    0417 186 074
    Western Australia
  • Ashley Louise Liney

    Ashley-LineyAshley is an experienced and qualified teacher. She has been teaching English to Spanish children for nearly 15 years and has been using her enthusiasm and knowledge, teamed with Jolly Phonics and Jolly Grammar to achieve remarkable results; in both infant and primary years. During this time she has seen how Jolly Phonics has been strongly introduced into the nursery system here in Spain and has found herself deeply induced within this area and has observed very high results.

    Ashley also prepares for Cambridge exams A1-C1 and has found a different way of correcting older students using phonetics and Jolly Grammar.

    (34) 644402309
    Almeria, Cadiz, Cordoba, Granada, Huelva, Jaen, Malaga, Murcia and Seville.
  • Kanthie Jayasekera

    KanthieKanthie is a highly qualified teacher and educationist, currently working as a Phonetics Instructor at Trinity College Kandy in Sri Lanka. She has been teaching pre-primary children phonics for 10 years and has seen that Jolly Phonics gives children the tools and confidence to read and write effectively.

    Kanthie is also a registered teacher for elocution, speech and drama in which she uses these skills to run workshops on basic and advanced phonics with children aged 3-7 years. She specialises in unique learning methods based on the individual needs of students alongside Jolly Phonics which has led to extraordinary results in written and spoken english. She now trains parents, teachers and schools on Jolly Phonics, so that the knowledge can be passed on to help more students achieve higher levels of english.

    0094 77 630 69 66
    To any country
  • Sue Whittaker

    Buffalo, New York

    S.WhittakerDr. Susan Whittaker is currently a Curriculum Coordinator in Literacy at an SEN school in Slough, England. Susan works primarily with children within the Autism Provision where she uses Jolly Phonics to secure the reading skills of both verbal and non-verbal children. Susan has previously taught kindergarten and early childhood special education in the US and Canada where she used Jolly Phonics as her foundation phonics programme. As part of her doctorate programme (Ed.D), through Aurora University, Susan researched the use of Jolly Phonics as a whole-group curriculum as weak as its use in small group reading intervention, with remarkable results. Susan continues to conduct ongoing research in the use of Jolly Phonics and offers support in the USA through her business; Jolly Reading, based in Niagara Falls, New York. Susan is eager to support school districts and teachers in the use of both the Jolly Phonics and Jolly Grammar programmes.

    US, Canada and England
  • Emily Elahi

    E.ElahiEmily is an English as a second langue teacher with 7 years of experience teaching in Morocco and Thailand. Emily believes literacy is the key to lifelong learning and self-realisation and it all starts with learning to decode. As a kindergarten teacher working with English as a second language students in Morocco, success was difficult. By the time students were beginning to communicate in English, the clock was running out on literacy development. Emily was frustrated and felt she was failing her classes. All of that changed with Jolly Phonics. In the first year of using Jolly Phonics, Emily had 3 year old ESL students independently writing decodable messages. She now cannot imagine teaching without it. Jolly Phonics changed Emily’s life as a teacher and she would love to help others find success with the programme.

    (617) 959-2147
    Willing to travel anywhere
  • Cynthia Peiyeong

    Cynthia-PeiyeongCynthia has been using Jolly Phonics since 2007 and is currently working in a literacy centre in Brunei. Cynthia has been amazed with the progress of the children using the programme systematically. She has seen marvellous results in children; even for those with special needs. Cynthia believes it makes learning so much fun and the multi-sensory method is effective for children with different learning styles. Cynthia would like to share her experiences with more teachers and parents un order to help their children to achieve and raise up the literacy standard.

    +673 7128016
    Brunei, Malaysia
  • Tahira Sheikh



    Tahira is originally from London, UK but is now living in Islamabad, Pakistan. She has an MBA in Management from the UK but became more interested in teaching children literacy skills and decided to change her career path.

    Tahira first came across Jolly Phonics in 2004 after doing some research into improving literacy skills; as many of the children were not reading and writing well enough at the pre-school where she was working. After a year’s teaching of the programme, the children excelled in their literacy skills and since then Tahira has never looked back. In 2010 she became a private tutor focusing entirely on Jolly Phonics and Jolly Grammar and have been using the programme extensively. Tahira has conducted workshops for the private pre-schools and parents in Islamabad including few of the most prestigious schools in town. She has assisted schools in implementing Jolly Phonics and has also supervised teachers using the programme.

    Having experienced the immense benefit of the programme first hand, Tahira is now keen to impart her knowledge and experience and to promote further to the private, public and lower socio economic education sector.

    +92 3005275097
  • Which Came First: the Chicken or the Egg? Activity

    Answer the age-old question with your class!


    A selection of compound words are split in two, with half of the word being written on a template of a chick, and the other half of the word being written on a template of an egg. (For example, ‘cup’ may be written on the chick, and ‘cake’ may be written on the egg.)


    The children must then identify the words that can be created by matching one egg and one chick. For example, ‘cupfoot’ and ‘ballcake’ would be incorrect, as would ‘ballfoot’ and ‘cakecup’, but ‘football’ and ‘cupcake’ would be correct! This allows children to create different compound words and look at which part of the compound word comes first. (Hence, which came first, the chicken or the egg!)

  • Broken Hearts Activity

    Broken Hearts copy2

    A selection of simple CVC words are written on to hearts. Unfortunately, these hearts have been broken! (By the teacher, who has cut each heart in half so that the first letter sound is on one half, and the rest of the word on the other half, as in ‘d’ and ‘og’ – but the children don’t need to know that!)


    The teacher must then hold up a picture of the word, along with the second half of the heart (the ‘og’ broken heart). Two children must then search through the pile of broken hearts to find the matching letter sound (‘d’) to create the word as per the picture.


    The first child to find the correct heart wins, and they can ‘fix’ the broken heart to create the full word!


    This can easily be advanced, with 4 and 5 letter words written on the broken hearts containing consonant blends (such as ‘glad’, ‘swim’ and ‘green’).

  • Rose Bouquet Activity

    Rose Bouquet

    Children are given a template to create their own set of cardboard roses. Each rose should then have a different letter sound written on it.


    In small groups, children should then work to create small bouquets of roses, using the letter sounds on each rose to form words. (The teacher may wish to dictate words for some children, whilst others may look to seek for words on their own.)


    The best part, is that the newly created word bouquets can make a beautiful display for the wall!

  • Jolly Phonics at Bett 2017

    We’re delighted to be attending the Bett show this January! If you’re planning on going, then come and visit us at stand C143!

  • Suffix Eggs Activity

    This activity requires a set of plastic eggs which can be pulled apart to open and close them. (Alternatively, do them on cardboard templates and cut them in half.)


    A different root word is written on one half of each egg, with a matching suffix written on to the other half. These are then split up and muddled up (or hidden around the classroom for an egg-citing egg hunt!). Children then need to match the two halves of the eggs to create a correctly formed word.


    As children are forming words, be sure to discuss the rules surrounding the spelling patterns of suffixes. For example, children may match the root word ‘happy’ with the suffix ‘ness’. It should then be discussed how, as the root word ends with a ‘y’, this is replaced with an ‘i’ to spell the word ‘happiness’ and not ‘happyness’. (If this is your first lesson on suffixes, you may want to stick to words that are formed without needing to change the spelling pattern, such as talk-ing, pain-less, etc.)

  • Training in Ghana


    Training with Roberta Emma Amos-Abanyie:

    3 Days Jolly Phonics Training

    Date: 24-26th April, 2017
    Time: 9am-12 noon
    Cost: GH50
    Venue: Misson International School, Community 25, Tema

    Spend 3 days learning the five key skills of Jolly Phonics.

    Register now for this special Easter offer!

    For more information, call  0509040966 / 0269176385 / 0276634162 or email



    Training with Roberta Emma Amos-Abanyie:

    2 Days Jolly Phonics Training

    Date: 19-20th April, 2017
    Time: 9am-3pm
    Cost: GH150
    Venue: Old Town Council Hall, Obuasi

    Spend 2 days learning the five key skills of Jolly Phonics.

    For more information, call  0509040966 / 0269176385 / 0276634162 or email


    Training with Roberta Emma Amos-Abanyie:

    1 Day Jolly Grammar Training

    Date: 21st April, 2017
    Time: 9am-3pm
    Cost: GH100
    Venue: Old Town Council Hall, Obuasi

    Spend the day learning how to follow on from Jolly Phonics with Jolly Grammar.

    For more information, call  0509040966 / 0269176385 / 0276634162 or email

  • Easter Eggs Activity

    Children are shown two baskets: one which says ‘Easter’ on it, and another which says ‘eggs’ on it. A selection of different words are written onto Easter eggs (cardboard templates or plastic shells). Some of these words will contain a long ‘ee’ sound (as in ‘Easter’) whilst others will contain a short ‘e’ sound (as in ‘eggs’). Of course, some eggs shouldn’t contain either of these sounds in them.


    These words must then be sounded out – either with the teacher reading them aloud, or individual children – to discover whether or not they contain a long or short vowel sound. They can then put the egg into the correct basket!


    This activity can be done as a whole class on the interactive whiteboard to begin with. After spending some time with the whole class, this activity can then be done in pairs. The eggs can be turned upside down, with children taking it in turns to pick an egg and sound it out. If they pick an egg which contains a long (‘ee’) or short (‘e’) vowel sound, and they can correctly say the word and identify the sound, they win the point and put it in their basket. If they get it wrong, or they pick a word without either of these sounds, it goes back in the pile. The winner is the child with the most eggs in their baskets!

  • ‘a, a, ants on my arm’

    a, a ants on my arm

    This short clip come from Leticia Barco Garcia’s Jolly Phonics training in Madrid. Participants enjoyed learning the songs and actions for each sound!

  • My Lovely Hearts Activity

    My Lovely Hearts

    Children are given two boxes: one with the word ‘my’ written on it, and one with the word ‘lovely’ written on it. Children are then given a selection of hearts which have different words ending in the letter ‘y’.


    The class need to decide whether the word ends with the letter sound /ie/ – as in cry, spy, try – or the letter sound /ee/ – as in funny, twenty, pretty.


    Children need to blend each word and listen for the sound at the end, and then put the heart into the correct box.

  • Cupid’s Arrow Blending Activity

    Cupid's Arrow

    Children create both a heart and an arrow out of card. Along the middle of the arrow, children should write several different letter sounds, inside evenly spaced out boxes.


    A square is then marked in the centre of the heart, matching the size of each letter sound box on the arrow, with the vertical sides cut. To the right of this box, a vowel and a consonant are written (e.g. ‘e’ and ‘n;).


    The arrow is then weaved into the heart so that it looks as though the arrow has gone through it. The children can then pull the arrow through the heart to display a different letter sound, which will create a different word each time!


    We’ve created a template to make things super easy for you! Download it here!

  • Lovely Valentine’s Day Phonics Activities


    We LOVE phonics, so this Valentine’s Day we’ve picked 5 of our favourite activities that you can do with your class! Let your children fall in love with reading and writing…


    1) Broken Hearts

    Simple CVC words are written on some hearts that have sadly been broken, so children must compete with each other to find the correct letter sound and fix the broken hearts!


    2) Cupid’s Arrow Blending

    Children get creative as they create new words when Cupid’s Arrow passes through a heart! (With FREE downloadable template!)


    3) Love Letter (Sounds) Delivery

    Children become postmen and must find their partner in the class so that they can deliver their love letters (sounds)!


    4) My Lovely Hearts

    A sorting game for practising when the letter ‘y’ makes an ‘ie’ sound, as in the word ‘my’, and when the letter ‘y’ makes an ‘ee’ sound, as in the word ‘lovely’!


    5) Rose Bouquet

    Roses with different letter sounds can be made into bouquets to create words. (And beautiful displays!)


    Do you have any Valentine’s activities ideas you’d like to share with us? We’d LOVE to hear about anything you do in your classroom that has been successful! And we’ll even pick some out to share them with subscribers in future editions of our Jolly VIP List so that even more teachers can benefit. Simply email me at with your ideas – we’d love to hear from you!

  • Pedro Izuzquiza talks Music and Phonics

    Jolly Music Trainer Pedro Izuzquiza recently had an article published on music and phonics in an online music magazine Doce Notas.

    Pedro talks about how music is important, but is not always a priority in the curriculum, some people may even say it is a ‘waste of time’! So Pedro discusses how he found himself in the position of having to teach music in English. Although he is a specialist music teacher, Pedro found he was not, at the time, comfortable teaching the subject in English, however very quickly grew to love it! Jolly Music has helped Pedro build a suitable repertoire for young ESL-learners with the use of simple, easy songs. Pedro goes on to give a lesson plan and mentions some of the music/english concepts that are covered.

    To read the article in full (and in Spanish) please click here.

  • Hot Dot’s

    Jolly Learning has teamed up with Hot Dot’s to provide fun and interactive ways to reinforce teaching. Click here for more information.

  • Egg-cellent Easter Phonics Activities

    As we’re quite egg-cited that Easter is nearly here, we’ve decided to put together several egg-straordinarily good activities for your class. So hatch a plan for your next lesson with these cracking activities!


    1) Easter Eggs

    Children search for words that contain either the long ‘ee’ sound (as in ‘Easter’) or short ‘e’ sound (as in ‘Eggs’), and put them into the correct basket!


    2) Which Came First: the Chicken or the Egg?

    Children search through a selection of chicks and eggs which, when put together, form compound words!


    3) Crack and Write CVC Eggs

    Children crack open three eggs to reveal different letter sounds written on them. They then need to try to put together a word with these letter sounds!


    4) Letter Sounds Egg Hunt

    Children have to search the school for Easter eggs which contain the same letter sounds as on their baskets!


    5) Suffix Eggs

    Different root words and suffixes are written on half of a broken egg. Children then need to match the eggs together to create a word!


    If you’ve enjoyed these activities with your class, or have any other activity ideas that you’d like to share with us, then don’t hesitate to drop us an email! We’d love to hear from you – just email to say hello.

  • Celebrating World Book Day 2017!

    At Jolly Learning, we’re all so passionate about instilling a lifelong love of reading and writing in every child. Therefore, we’re SO excited ahead of World Book Day, which is very fast approaching! (Thursday, 2nd March.)


    Last-minute costume ideas

    Is your child dressing up for World Book Day this year? Maybe you don’t know what they should wear without breaking the bank to buy a fancy new costume? Thankfully, Mumsnet has put together a brilliant list of 73 easy costumes that you can quickly put together for your child! You can check all of these out here.

    And if you’re looking for those final touches to really put the cherry on top of your costume cake, Book Aid International has created some easy instructions and templates for a variety of resources, from Willy Wonka’s hat to Katniss Everdeen’s quiver and arrows. You can view and download these here.

    Of course, the BEST characters your child could dress up as are obviously Inky Mouse, Snake or Bee!


    Brilliant books

    To get your children excited about learning to read and write, there’s really only one place to start. In the Jolly Learning online shop, we have an incredible range of products so that you can support your child at home. Our beautiful, full colour Jolly Stories board book is a wonderful introduction to the 42 letter sounds, with 7 stories across 80 pages. We also have a vast selection of simple, decodable Jolly Phonics readers, that allow children to build their reading skills through a series of exciting stories.

    With these, and many more fabulous books, Jolly Phonics is the perfect excuse to get your children reading this World Book Day. View the full range of our products here.


    Wonderful resources

    This one’s for the teachers. The official World Book Day website has a library of resources, filled with ideas and activities for all age groups surrounding a variety of popular books. With 72 pages of ideas, there’s plenty to ensure the children have a brilliant day of reading! You can view all of these here.

    And why not use some of Jolly’s very own free, downloadable resources? We have several worksheets and activities (amongst the documents for teachers and our case studies that demonstrate the success of the Jolly Phonics programme) that can all be downloaded here, so be sure to have a look at them.

  • Training in Russia


    Training with Svetlana Golubeva:

    Jolly Phonics

    Date: 1st April, 2017
    Time: 10:00 – 18:00
    Venue: Panorama Maxima, 4 Masterkova, Moscow.

    This workshop covers the five skills of Jolly Phonics.

    Details for booking information, contact Elena on email: or call: +792 1903 1771


    Training with Svetlana Golubeva:

    Jolly Grammar

    Date: 2nd April, 2017
    Time: 11:00 – 17:00
    Venue: Panorama Maxima, 4 Masterkova, Moscow.

    This workshop covers the next steps after Jolly Phonics.

    Details for booking information, contact Elena on email: or call: +792 1903 1771


    St. Petersburg

    Training with Svetlana Golubeva:

    Jolly Phonics

    Date: 25th March, 2017
    Time: 11:00 – 17:00
    Venue: Academia Rosta, 78 Nevsiy Prospect, St. Pertersburg

    This workshop covers the five skills of Jolly Phonics.

    Details for booking information, contact Elena on email: or call: +792 1903 1771

  • Crack and Write CVC Eggs Activity

    This activity requires a set of plastic eggs which can be pulled apart to open and close them.


    The eggs are split into three baskets. Two of these baskets contains eggs which have a consonant written on a piece of paper inside of them. The other basket contains eggs which have a vowel written on a piece of paper inside of them. These are all mixed up in their baskets.


    Children then take it in turns to pick an egg from each basket and ‘crack it open’. They must then say each letter sound and blend the word. If they can correctly blend the word – and it creates a real word – they get a point. The first child to get a certain number of points is the winner!

  • Letter Sounds Egg Hunt Activity

    A large amount of cardboard ‘Easter eggs’ are created, each possessing a different word written on them. These are then hidden around the classroom/school/playground.


    Children can create their own Easter egg baskets for their egg hunt. Once these have been created, each child must write a different letter sound on their basket. (If you’re working on a particular set of letter sounds, ensure each child on a table has a different letter sound.)


    The class then get to go on an egg hunt! They must search the specified area for the letter sound eggs that you have hidden. When they find one, they must sound out the word to discover if it contains the letter sound on their basket. If it matches, they can put the egg in their basket and search for another one. However, if it doesn’t contain the letter sound, they must leave the egg where it is.

  • Love Letter (Sounds) Delivery Activity

    Love Letter

    The class is split into two. Half the children are given a card with an image on (a dog, a pen, etc).


    The other half of the class are given ‘love letter sounds’, with each receiving a different letter sound. They have to pretend to be a postman to deliver the ‘love letter sound’ to the correct person; the child who has the matching letter sound at the beginning of their image when said aloud. (For example, the child with the ‘love letter sound /d/’ would have to find the child with the picture of the dog.)


    The children with the love letters need to look at the different pictures and blend letter sound to see if the beginning matches, whilst the children with the pictures need to segment the name of their word to work out the beginning letter sound and find their match!

  • Christmas Cookie Mix

    You can either make biscuits that can be cut into letter sounds, or cookies that can be decorated with letter sounds. Get the children to then use their treats to make some simple CVC words before they’re allowed to reward themselves by eating the treats!

    Ingredients to make 6-8 sound shapped biscuits

    100g butter
    50g caster sugar
    1 tsp vanilla essence
    175g plain four
    Spare flour to dust the surface


    1. Pre-heat the oven to 150 degrees (gas mark 3)

    2. Mix the butter and sugar together until light and fluffy.

    3. Add the vanilla essence.

    4. Mix in the flour well.

    5. Roll out the mix and using a knife, cut out the shapes of sounds.

    6. Bake for 25 minutes or until golden brown.

    7. Leave to cool for 5 minutes.


    Ingredients to make 10-12 cookies to decorate with a sound on each cookie

    100g caster sugar
    100g butter
    1 tbsp golden syrup
    1 tsp vanilla essence
    150g self raising flour


    1. Pre-heat the oven to 180 degrees (gas mark 5)

    2. Mix the sugar and butter together to make a paste.

    3. Add the golden syrup.

    4. Add half the flour (75g) and mix.

    5. Add the vanilla essence.

    6. Add and mix thoroughly the remaining flour.

    7. Arrange on a baking tray in 10-12 blobs, do not flatten them.

    8. Put them in the over for 12-15 minutes.

    9. Leave to cool before decorating with sounds.

  • What’s in Santa’s Sack?


    Collect objects and items that you can put in a sack. These can be objects relating to Christmas, or be possible presents, or can be general objects and items from the home and around school. If playing this activity with small groups or pairs, ensure each group/pair has a sack of objects.
    This activity can be played as a whole class, in small groups or even in pairs. Below are 3 ways to play this activity depending on the year group.


    Take an object out the sack and ask the children to sound out the object, using their fingers to count the sounds. As some objects and items may have alternative spellings, this activity is for practising identifying and listening out for sounds rather than for spelling.


    Take an object out of the sack and ask the children to sound out the object, using their fingers to count the sounds and then spell the object using those sounds. Some objects and items may include alternative spellings.


    Take an object out of the sack and ask the children to spell and describe the object.

  • A Christmas Shopping List

    This is a spelling/dictation activity and can be played as a whole class or in pairs.

    Whole Class

    1. Teacher to dictate an item to add to the Christmas shopping list, children to write their answers.

    2. Children to dictate an item to add to the Christmas shopping list, teacher to write the item (with the children’s help) on the board.

    In Pairs

    One child dictates the shopping list and their partner writes them down. Swap over.


  • Tricky Word Christmas Tree

    christmas-tree-clip-art_03This activity can be adapted for different year groups and can use words relating to Christmas and the festive season, or a selection or tricky and phonetic words for their level.


    The teacher calls out a word to the class. The children work in pairs to sound out and spell the word.
    If the word is a Tricky Word, this word is added to the Christmas tree.
    If the word is phonetic, this word is added as a present box under the tree.


    The teacher shows a word to the class. The children work in pairs to blend the sounds to read the word.
    If the word is a Tricky Word, this word is added to the Christmas tree.
    If the word is phonetic, this word is added as a present box under the tree.


  • What Does Santa Say?

    Choose a selection of people associated with Christmas (Santa Claus, Mrs Claus, the stressed parent, the excitable child). These can either be images on the board, or you can get the children to act out each character. This activity can then be used for grammar or punctuation.


    santa-speechAsk the children to describe how each character is doing something. Eg, Santa is delivering presents merrily; the parent is cooking dinner frantically, etc. Children can even discuss these in pairs, before writing them down as a class or individually. You can even go further and discuss what each character is thinking.


    Ask the children to describe what each character is thinking. Eg, “It’s a busy night ahead,” thought Santa, anxiously. If you get each word of the sentence to be written on a small whiteboard or flashcard, children can stand at the front to build the sentence. Then add in flashcards of the opening and closing speech marks, and the comma, asking children to identify where these need to be placed in the sentence.

  • Draw & Write Christmas Scene

    decorating-treeAsk children to draw a scene at Christmas; perhaps their house on Christmas day. Once they have done this, ask them to describe to their partner what is going on: who’s there, what are they doing, how are they feeling?

    Once they have discussed these, children should then write sentences to accompany and describe the picture. Younger children may only write a couple of simple sentences, whilst older children may wish to write an entire description of the entire scene. These could be adapted for various types of writing: practising different tenses, or writing in a different style (an instruction manual on how to have a ‘Lucy Jones Family’ Christmas, or a script for a Christmas Day play, e.g.).


  • Christmas Action Spelling

    Can be done as a whole class, in small groups or in pairs.

    One person uses actions to spell a Christmassy word – perhaps a present from a set list by the teacher. The rest of the class/group/partner have to guess the word.

    For example:

    Yes, that’s right – Star! (s-t-ar).


  • Christmas Recipe

    christmas-recipe-cardPick your favourite simple recipe, or create your own; perhaps for a Christmas pudding, or how to cook the turkey? (Or you can use our Christmas Cookie Mix recipe!) Unfortunately, Rudolph and his pals have all chewed the cookbook, and all that remains of the recipe are the individual stages, all messed up! Mrs Claus needs the children to help put the recipe back together again in the correct order, which you can get them to do as a class or in pairs/small groups.

    Afterwards, you may want to get children to create their own Christmas recipes that would make something magical to eat for the elves or reindeer! Or why not do something non-food based: a recipe for a Merry Christmas? (One cup of love, 200 grams of smiles, etc.)

  • ‘Glettery’ Sound Flashcards

    glitter-phase-1You can easily make some Glettery (Glittery Letter – get it?) Sound Flashcards with all the children! Get the children to pick a different letter sound, and write this on a piece of card using a glue stick. Children can then sprinkle the page with lots of glitter and leave to dry for a few moments. Then lift the card up for all the excess glitter to fall off, leaving just the letter sound on the page to sparkle!

    The teacher can then say some simple words with the whole class needing to sound out each letter sound. The children with the corresponding letter sounds can come to the front to spell the word out.

    For more advanced, children can do words instead of letter sounds. However, each letter sound in the word should be in a different colour glitter!

  • The Three Wise Letter Sounds

    christmas-stocking-letter-soundsUse three wise men – either on the board, as colouring sheets or using children in the class – as individual letters sounds. The teacher can then read out some words for children to segment each individual letter sound, and figure out if they can spell that word using the three wise men.

    For older or more advanced children, you could use Christmas stockings for 4, 5 and 6 letter words, whilst you could progress on to full sentences by using a different word on each reindeer!


  • Inspirational Quotes for 2017!


    Make 2017 the best year yet!

    A new year, a new opportunity to make sure you achieve your goals. Whether that’s reaching your own personal dreams, or helping children to achieve theirs, a clean slate as a new year begins allows us the perfect opportunity to do so.


    We’ve put together 10 beautifully profound quotes that you can share with your class and think about on a personal level as you set your goals for 2017. Where will you be in 12 months time? Go get ’em, tiger!





    And finally, our personal favourite: