Ok this is how I work, I'm sure not everyone will agree with me but here goes. I teach phonics (on the carpet as an interactive session following the review, teach, practice and apply model) for about 30 mins every day this gets longer later in the year. I then support this with a mixture of blending, segmenting challenges in provision sometimes independent activities sometimes adult supported, indudvidual readers and guided reading (phonic blending skills activities to begin with) every day. I do not teach "literacy" until at least Christmas. However I do do lots of stories and rhymes and talk about them, the characters and setting ect. I also do maths in the same way every day. Other things fit in around and are practiced and supported by staff in provision. We use a varriety of strategies to support children who are not keeping up to try and keep the gaps to a minimum and use parent support when possible. I believe, and this is just my opinion so don't shoot me for it, that all children learn in different ways and not one way fits all. So I do use a mixture of phonics and whole word when needed. This has always been well received by our early year advisors and and SEN staff, and we are often praised for good practice for both GMA and SEN.