SPECIAL EDUCATIONAL NEEDS

Phonics Provision for Children with Special Educational Needs and Additional Needs


The Phonics Shed systematic synthetic phonics programme has been designed with all learners in mind. We believe that by following the programme as intended that it will cater for all learners with little adaptation. Where adaptations can be made though, we have indicated below.

How have we ensured that the Phonics Shed is accessible to all?

  • All lessons follow a similar structure and routine.
    • Each lesson from Chapter 2 to 4 follows a five-part structure:
      • Recap
      • Introduction
      • Whole Group Activity
      • Independent Work (with three levels of differentiation)
      • Plenary
    • This structure can be beneficial for all learners as all children can enjoy the experiences of whole class activities, such as stories and rhymes, before working at a level at which they can manage independently.
    • It may benefit some children to have a visual reminder of this structure and a visual prompt to show which section of the session they are completing.
  • Continuous Provision
    • Ideas attached to the planning include: continuous provision suggestions and a further teaching points section that allow learning to take place beyond discrete Phonics lessons. These learning opportunities are often ideal for those who don’t do well in more formal teaching situations. (They also allow for consolidation of learning for those who need more time to process certain knowledge or skills.)
  • Consolidation Weeks
    • Additional content to repeat and spiral the learning of all skills for those who need extra support to process or consolidate the Phonics taught.
  • Clear lines of sight
    • Ensure that children are positioned, throughout the lesson, so that they can see the teacher’s mouth and face clearly and also that visual stimuli are of a size that can be seen clearly.
    • Our flash cards come in two sizes, the larger size is A4 for larger group teaching. All resources are also available via download so that they can be enlarged and displayed digitally.
  • Grapheme-phoneme correspondences are taught in a meaningful context.
    • Each letter is linked visually to an animal or human character, for example, Curly the cat and Monty the monkey. The visuals and alliterative names allow children to create concrete links with the sounds.
    • The use of characters will particularly aid those children who struggle with abstract concepts, especially when combined with the multi-sensory aspect of the programme.
  • Ensure that distractions are minimised.
    • Teaching whole class phonics promotes a quiet time when all children are listening and engaged in the reading or writing tasks rather than moving around the classroom taking part in continuous provision activities which can be distracting to some children.
      • Ensure, where possible, that doors are closed, the environment is well lit and any other distractions are minimised.
  • Targeted questioning
    • In whole class sessions, teachers should use their expertise and knowledge of the children in their class to target children of focus effectively.
    • Children should be given time to process questions and form answers.
    • Teachers should target children with questions at their level. This may include making links to prior learning or simplifying questions for some.
  • Record and display new vocabulary
    • Create a vocabulary working wall for phonics lessons.
    • All children will be able to refer back to any new words learned.
    • Include words that involve focus sound or spelling pattern.
    • Include a visual reminder of words such as digraph and phoneme.
  • Additional Visual Prompts
    • The scheme includes visual prompts for active listening and blending and segmenting to remind children of these skills.
  • Using devices to view materials online
    • Teachers and support staff can view our printable resources online, allowing children with one-to-one or small group support to view materials on a tablet, laptop or similar device for in-lesson support or intervention sessions.