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SEND

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?

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?

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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 help a non-verbal child who recognises most Phase 2 GPCs, but not CVC words?

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?

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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?

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?

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Autism

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

Dyslexia

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

Visual & Hearing Impairment

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

Letter Formation

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

Supporting Parents

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

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?

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Assessment

How have the placement assessments been updated to support SEND?

Where can I find images for Phase 2 SEND assessment?

Planning

How does the SEND lesson planning work?

Training

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

Updates

How have you updated the SEND planning area?