Phonics Provision for Children with Special Educational Needs and
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
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:
Whole Group Activity
Independent Work (with three levels of differentiation)
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.
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.)
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 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
Ensure, where possible, that doors are closed, the environment is well lit
and any other distractions are minimised.
In whole class sessions, teachers should use their expertise and
knowledge of the children in their class to target children of
Children should be given time to process questions and form
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
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.