How does Time for Phonics support children with special educational and additional needs?
Time for Phonics is an effective, multi-sensory systematic synthetic phonics programme, developed with phonics specialists, which provides all that is essential for ALL children to become successful, committed and enthusiastic readers.
If Time for Phonics is followed systematically by introducing children to the letters and sounds of the alphabet and building up to more complex grapheme phoneme correspondences through structured, well planned and well-paced lessons and additional resources, then it will cater for ALL learners. It provides children with the skills and knowledge they need to read and spell.
Familiar Structured Lessons
Lessons follow the same structure by revisiting and reviewing previously learnt graphemes and skills, teaching a new sound or skill, and giving children the chance to practise and apply phonic knowledge. These instructional routines will become familiar and provide children with a sense of security in their learning.
Lessons are designed to be multi-sensory in order to engage all learners and target individual learning styles, as well as acknowledge children’s strengths and weaknesses and profile of needs. Where teachers choose to use the supplementary teaching presentations, these are designed to be clear, easy to follow and limit distractions. Supplementary phonics materials are also provided for teachers to put out in continuous provision so that children can embed learning independently outside of a phonics session, as well as a range of complementary interactive online phonics games.
Teachers are encouraged to assess pupils, in both a formative and summative way, as highlighted in individual lesson plans or using the provided assessment materials. Teachers can then pace their lessons and delivery accordingly, adapt where necessary or return to previous lessons in smaller groups or tuition sessions. There is also an acknowledgement that some individuals may progress through the scheme at a slower pace than peers, but the outcome is just the same; becoming an effective and successful reader and developing the ability to use this knowledge in their spelling and writing.
Apply Knowledge as part of a Broader Curriculum
All lessons provide the opportunity to apply phonic knowledge in both reading and writing. Supplementary phonics materials are also provided to place out in provision or use within other lessons so that children can embed learning and demonstrate knowledge independently, within a small group or within other areas of the curriculum and are ideal for those children that struggle with a more formal method of teaching.
Additional Teaching Strategies and Resources
Additional lesson presentations, accompanying phonics resources and online phonics games are provided for the lessons if children need to access them on an individual basis or 1:1. Other methods of recording are highlighted (magnetic letters, letter cards and other writing strategies) for those children that have physical difficulties that affect their fine motor development.
Most phases have at least two consolidation weeks of planning which provides children with the opportunity to really embed their knowledge before moving on. Gaps in knowledge can also be highlighted during this time and previous planning returned to in order to plug those gaps.
All resources are available as digital downloads so that they can be adapted to suit individual learners, for example children with visual difficulties can have their flashcards enlarged using a photocopier or displayed on a laptop for individual use. Handwriting resources are also provided which gives a fun way of remembering the letter formation with a picture and rhyme. This will provide a concrete way of remembering the letter sounds.
The lesson plans are designed to be delivered to a whole class or in small groups at the same time. This will therefore limit distractions from other classroom activities that might otherwise be happening at the same time. With all children taking part in a Phonics session at the same time this promotes a quiet time for listening and engaging with Phonics. The supplementary teaching presentations are also designed to be fairly minimal, clear and distraction free.
Assessment is encouraged through questioning and other formative methods highlighted in planning and lesson delivery. Summative assessment tools are also provided as part of the scheme to utilise after each phase. Teachers are encouraged to use both methods of assessment to highlight individuals and groups and target those bottom 20% of children who need additional support. Supplementary revision booklets are provided that can be used within small groups, tuition or sent home for those target children.
You can find assessment materials on the following pages:
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