This research project aimed to investigate the impact of a multisensory approach to phonics on children’s attainment and engagement. The study also intended to draw conclusions about teachers’ attitudes towards phonics, and whether this influences their delivery of this subject. To support understanding, the primary research methods used were questionnaires, interviews and field notes. A series of multisensory phonics interventions were carried out with a small group of year two children, who did not pass the phonics screen in year one. A ‘pre-test/post-test’ assessment was carried out to determine the influence of these interventions on grapheme recognition. The research found that the participants made progress in their knowledge and recognition of graphemes, while maintaining high levels of enthusiasm and motivation. It was also found that despite previous research highlighting teachers’ negative views towards phonics, the teachers involved in this study demonstrated clear positivity and a fondness of the subject. The research concluded by highlighting that a multisensory approach to phonics has clear benefits to children’s attainment and engagement. However, this cannot be accurately generalised to all children, and therefore it is essential that teachers maintain the professional ability to differentiate and adapt their teaching where necessary, using approaches which allow all children to be successful.