SEN/D

SEN/D

Support and training for teachers working in non-mainstream settings

We provide bespoke training and support for teachers working with pupils who are predicted to make slower progress in learning to read. This might be in a school for pupils with SEN/D or in an additionally resourced provision (ARP).

Read Write Inc. Phonics provides pupils of all ages with the skills and knowledge they need to read and spell.

Pupils can be taught in a group using Read Write Inc. Phonics, or individually following Fast track tutoring. This breaks down Read Write Inc. phonics into small, incremental steps to help pupils who need extra support – including those who have SEN/D.

Although pupils are taught in small cumulative steps, lessons are well-paced, engaging and motivating.

Pupils are taught new sounds each week, but importantly review previous sounds and words until they can read them confidently – and in closely matched decodable texts.

Assessment matches these steps, so progress can be recognised and celebrated.

Read Write Inc. resources are simple and limit distraction. We work with teachers to adapt these for pupils who:

  • have fine motor difficulties that affect their ability to hold a pencil
  • are non-verbal, using pictures to select responses and augmentative communication strategies
  • have both of the above, using alternative communication systems, such as iPads and eye gaze technology
  • have limited hearing, using sign language, if appropriate
  • have limited vision, using enlarged texts, if needed.

Pupils learn the routines and behaviours necessary for each activity, and practise these until they use them automatically. This allows them to focus on learning to read and write.

Please note: We recognise that there are a few pupils with exceptionally profound and multiple learning difficulties (PMLD) who might not be able to access direct literacy instruction.

“Ruth doesn’t rest on her laurels – she is always refining the teaching so all children learn to read – particularly those with special education needs and disabilities. Her latest films to support these children have been particularly helpful.”

Shahed Ahmed OBE
CEO of New Vision Trust and Executive Head of Elmhurst Primary School

Pupils who attend a pupil referral unit (PRU) or social, emotional and mental health difficulties (SEMH) specialist provision

Many pupils who attend a PRU or SEMH specialist provision, may have missed out on learning to read.

If most of the pupils are nine years old and under, we recommend that you book the Phonics training and support package.

The Fresh Start online training is included in this package so you can also support older pupils.

If most of your pupils are over nine, we recommend that you book Fresh Start training for secondary schools.

Trainers provide bespoke advice on how to organise the teaching to meet the needs of your pupils on your Leadership implementation day, and Development days.

Support and training for teachers working in non-mainstream settings

We provide bespoke training and support for teachers working with pupils who are predicted to make slower progress in learning to read. This might be in a school for pupils with SEN/D or in an additionally resourced provision (ARP).

Read Write Inc. Phonics provides pupils of all ages with the skills and knowledge they need to read and spell.

Pupils can be taught in a group using Read Write Inc. Phonics, or individually following Fast track tutoring. This breaks down Read Write Inc. phonics into small, incremental steps to help pupils who need extra support – including those who have SEN/D.

Although pupils are taught in small cumulative steps, lessons are well-paced, engaging and motivating.

Pupils are taught new sounds each week, but importantly review previous sounds and words until they can read them confidently – and in closely matched decodable texts.

Assessment matches these steps, so progress can be recognised and celebrated.

Read Write Inc. resources are simple and limit distraction. We work with teachers to adapt these for pupils who:

  • have fine motor difficulties that affect their ability to hold a pencil
  • are non-verbal, using pictures to select responses and augmentative communication strategies
  • have both of the above, using alternative communication systems, such as iPads and eye gaze technology
  • have limited hearing, using sign language, if appropriate
  • have limited vision, using enlarged texts, if needed.

Pupils learn the routines and behaviours necessary for each activity, and practise these until they use them automatically. This allows them to focus on learning to read and write.

Please note: We recognise that there are a few pupils with exceptionally profound and multiple learning difficulties (PMLD) who might not be able to access direct literacy instruction.

“Ruth doesn’t rest on her laurels – she is always refining the teaching so all children learn to read – particularly those with special education needs and disabilities. Her latest films to support these children have been particularly helpful.”

Shahed Ahmed OBE
CEO of New Vision Trust and Executive Head of Elmhurst Primary School

Pupils who attend a pupil referral unit (PRU) or social, emotional and mental health difficulties (SEMH) specialist provision

Many pupils who attend a PRU or SEMH specialist provision, may have missed out on learning to read.

If most of the pupils are nine years old and under, we recommend that you book the Phonics training and support package.

The Fresh Start online training is included in this package so you can also support older pupils.

If most of your pupils are over nine, we recommend that you book Fresh Start training for secondary schools.

Trainers provide bespoke advice on how to organise the teaching to meet the needs of your pupils on your Leadership implementation day, and Development days.

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