SEND

• I work in a mainstream setting. How can I support my SEND children better?
• Should I use another programme such as Toe-by-toe or Alpha to Omega for older children with SEND?
• How do you group the GPCs for SEND provision?
• How can we support a Year 6 pupil who is following the SEND programme, but can’t retain the GPCs?
• What is the sequence when planning to use the SEND programme at Phase 2?
• Can the SEND programme be delivered to a very small group or pair of children or is it a one-to-one programme?

Dyslexia

• Should we use other programmes alongside Little Wandle to help dyslexic pupils struggling with phonic recall?

Non-verbal

• What books should we send home with Reception pupils who are non-verbal?
• How can we teach and assess selectively mute pupils in Reception?
• How can we assess GPC and oral blending knowledge with a non-verbal child?
• Do you have comprehension support for non-verbal pupils?
• Should non-verbal children stay on wordless books or can they move onto worded ones?
• Should I use the SEND programme with a non-verbal pupil?
• What’s your advice when working with non-verbal children?
• Do you have any assessment resources for a non-verbal child?
• Should all non-verbal pupils be placed on the SEND programme?
• How do we assess non-verbal pupils who don’t use Alternative and Augmentative Communication (AAC)?
• Do non-verbal or selectively mute pupils need to do the Phonics Screening Check?
• What advice do you have when working with, and assessing, selectively mute/non-verbal pupils?

Letter Formation

• Is letter formation not part of the SEND graduated approach as I can’t see it on the planning?

Assessment

• How have the placement assessments been updated to support SEND?
• Where can I find images for Phase 2 SEND assessment?

Severe Learning Difficulties

• How can we assess a child who has Global Developmental Delay?
• What books should we send home with Reception children who have severe learning difficulties?
• What programme should we use to support Reception pupils with severe learning difficulties?

Visual & Hearing Impairment

• How can I support a Year 1 pupil with visual and hearing impairments, on the SEND programme, but making slow progress?

Autism

• How effective is the SEND programme for children who have Autism Spectrum Condition and are non-verbal?

Training

• I have attended the SEND in the mainstream webinar. Is there any more SEND training?

Hearing Impairment

• How can I support a child with hearing loss to blend?
• How can I help pupils with blending who have British Sign Language (BSL) as their first language and are learning using visual phonics?
• Are there any specific adaptations to take account of deaf children with ‘hearing’ phonemes?
• How can I support deaf children to learn phonics?
• Do you have any guidance for using the programme with deaf children?
• How can we help profoundly deaf children to begin to read when they find it a challenge blending sounds?

Visually Impaired

• Can your books be adapted to any font size for visually-impaired pupils?
• Do you have modified grapheme mats that would be suitable for visually-impaired pupils to use?
• Are your Phase 5 books available in enlarged font for visually impaired pupils?
• Does Little Wandle come in braille for blind or visually impaired pupils?
• Where can I get resources to support children with visual impairments?

Supporting Parents

• Are you working on adapting the Parent workshops and slideshows for the SEND programmes?

Updates

• How have you updated the SEND planning area?

Resources

• What books do you recommend for pupils starting the SEND programme at Phase 3?
• Do you have PowerPoints to support Little Wandle provision for our SEND pupils who have limited attention?
• Where do I find the images for the SEND oral blending at Phase 2?
• Are the Big Cat for Little Wandle books available in accessible formats?
• What are the weekly SEND grids for and do they need to be taught in a week?

Planning

• How does the SEND lesson planning work?