Supporting SEN pupils with phonics: From Year R – Year 6 

This rationale clarifies our approach to the teaching of phonics at Hangleton. The systematic use of the Little Wandle scheme is now established at Hangleton. The Assess-Plan-Do-Review cycle, or graduated response, guides provision for those in need of additional support throughout.  

• In Years R – 2, LW phonics is taught in whole class sessions with daily catch-up built in to support all pupils to make progress and regular monitoring. When teachers are concerned about the progress of pupils in Years R -2, small group intervention is put in place, in addition to daily whole-class sessions. For a pupil with significant SEN, where progress remains a concern, see steps below. Pupils are assigned an appropriate e-book weekly – class teachers to lead on this. 
• Year 3 pupils who did not reach the expected standard in the Y1 Phonics Screen, or need further phonics, will work in small groups with LW lesson plans and resources. Additional opportunities for overlearning or application through building and writing the focus words will be built in for these pupils and the sequence will move at a more flexible pace to ensure knowledge and skills are secure. Progress will be regularly reviewed. For a pupil has significant SEN, where progress is a concern, see steps below. Pupils are assigned an appropriate e-book weekly – class teachers to lead on this. 
• By Year 4, pupils with significant SEN or barriers to learning, who have not made sufficient progress using the above steps, need a more personalised approach to facilitate both engagement and progress. This still prioritises the systematic teaching of phonics; the acquisition of phonic knowledge, blending and segmenting skills, and application in both word level reading and spelling. For those pupils who need it, their programme may also include work on the 1^st high-frequency words for reading and spelling. Pupils tend to work in pairs, 1:2 with an adult 2/3 times each week. Pupils may choose an appropriate book to read at home with the TA who works with them. Progress is monitored by the specialist literacy teacher (SEN).Programmes for pupils in Years 4/5/6 may include the use of: 

1. A simple routine using one of the Phonics Books series. https://www.phonicbooks.co.uk/product-category/catch-up-readers/ . These are age-appropriate decodable books that are more likely to appeal to KS2 pupils. We have many different sets across the federation. 
2. The use of the Nessy programme. We have 30 licenses across the federation. Nessy targets are set to match the pupils’ targets. These licenses have also been used very successfully at home by parents.  
3. Games e.g. Phonic Books spinner games/ card games are used only when there is a direct match to targets. 
4. Phonics for Pupils with Special Educational Needs (PPSEN) produce a mat displaying alternative sound-letter correspondences. This may be used to scaffold word-level reading or spelling for pupils in Years 4/5/6. Pupils in these year groups may have this out as they write if it helps them. 
5. Personalised work on high-frequency words for both reading and spelling.