Hear from our community

“This training has been very beneficial for myself as someone who has recently started working at a special school and I have no experience of working with children with MSI. I can now take what I have learnt and improve my own practice.

“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.

“As a number of staff have completed the training it can be used as a discussion point when planning as a team to meet the needs of our pupils. This will ensure a broader impact across the school. Understanding attachment disorders makes you consider a more individual approach to supporting children - one size doesn't fit all!

“The case studies were particularly useful as they gave a good insight into the learning the deaf children were making, using the relevant strategies. It was interesting to see their viewpoints too. I have taken away some of these strategies and have implemented them in my class where I can.