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“I will be more confident in the classroom implementing strategies for SLCN and to help them access the learning even more. I would like to be able to come back to this to remind myself of different ways of learning as well as different techniques to continue with.

“Overall, this training has given me the knowledge to have confidence in my role. Making assessments of pupils needs and progress. It has given me the confidence to work alongside staff/ lead and VI specialist teacher with the knowledge to join in conversations understanding and using the terminology as well as understanding.

“Training has helped me focus on the main reasons for dyslexia and our choice and effectiveness of interventions. The use of mnemonics (for 2 Y6 pupils) in a regular 3x week intervention (1:1 ) have shown some improvements on their spelling results when recently assessed. They are not at age expected but have retained some spellings, one child is better at spotting an incorrect spelling and has learned the blends needed, but still struggles to retain the word in its entirety. Both these children have co-morbidity- ADHD diagnosed, one on medication, but without doubt their focus is frequently affected. I am constantly having to stress the frequency that the interventions need to be delivered i.e. at least 3x week in order for them to be successful; and include some independent time on the other 2 days for the children to practise e.g. over learn by playing a sound game; use Nessy or similar software, teachers like the speed of precision teaching (having assessed tricky word knowledge/first 100 HFW/statutory year group spelling lists or words commonly spelled wrong in their daily writing) and several children can be managed effectively over a week when teachers organise their adult support well. We are including this in Y1 to focus on the lowest spellers, we will be able to check in on their progress after phonic screening and evaluate who may need further assessment to check whether dyslexia is a likely concern.

“The training gave me the information and time to explore and develop my own knowledge whilst also thinking about the school I work in. It gave me time to reflect on school policy and procedures as well as my own role and development. The information was clear and user friendly. I think the target sections were very useful in making sure the knowledge I have gained will have an impact on the school and my own development. I have led some training for support staff and we have also looked at the resources we are currently in school. We have also spoken more about mental health between staff and these conversations seem to happen more freely.