The aim of constrained skills instruction is to achieve ‘mastery’ of these foundational skills in a relatively short time frame, using a differentiated approach, so that learners can engage profoundly and fluidly in intentional, imaginative reading and writing practices. Constrained skills such as letter formation, phonemic awareness and phonics are necessary, though not sufficient, for full literacy. Facilitating quick and easy mastery of constrained skills in the early years is essential, as the goal is not only early reading for pleasure but to avoid the difficulties neurodivergent learners experience when they are not excited about exploring written language, and fail to develop an intrinsic motivation to learn. “The first five years have everything to do with how the next 80 turn out” Billl Gates. This is why we are supporting parents and carers so that their children can pass the Phonics Screener Check before the end of their Reception Year, and are moving into the 'self-teaching' phase (Share, 2019) and using orthographic mapping skills (Ehri 2014). A huge number of children will not get there using the DfE Validated Systematic Synthetic Phonics Programmes, and even the best teachers may not know how to adapt them. Let's screen them for dyslexia before they even start school.