Precision teaching is often recommended as a strategy to assist students in learning to recall or decode reading words with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words. This plan supports the delivery of precision teaching as an intervention with small sets of words over 5 days each. It can be used with the booklets which have been created for the Key Stage 1 common exception words and the spelling words for Key Stage 2 as students will need to be able to read words that they learn to spell. The booklets have been labelled A to F so that they can be sensitively used with students of any age as appropriate. The sessions should be engaging, and progress is measured so that it can be celebrated as well as tracked. This is a one-to-one intervention and should be able to be delivered in 10 minutes per day. Options and advice is given to adapt the programme for individual student needs.

Fiction 2 This booklet includes a series of comprehension tasks based on the VIPERS approach that many schools use to teach the component’s needed to be able to demonstrate reading and text comprehension. It is designed to be used with the text from the 2023 Year Two reading test (Paper2 – fiction) as all schools will be able to access thatand English schools may have physical copies of it that they can use. There are two ways in which this booklet may be useful: As a guided reading group intervention for students in Year 3 and 4 who are early readers and can decode at this level but would benefit from reading and working on text together to develop their confidence. It would be recommended that reading the text together more than once will help build fluency for these early readers. As an individual provision for an older student who is an early reader and not able to fully access text at an age-appropriate level but needs to build some independent comprehension skills. The booklet has been deliberately designed to look age appropriate for key stage two students. If using the test material booklets alongside this – please replace the cover sheet to help students see this activity positively. There are printable covers to use for this purpose in my TES shop. These covers can be put on any tasks or adapted classroom work to make them look generic.

Non-fiction 2 This booklet includes a series of comprehension tasks based on the VIPERS approach that many schools use to teach the component’s needed to be able to demonstrate reading and text comprehension. It is designed to be used with the text from the 2023 Year Two reading test (Paper2 – non-fiction) as all schools will be able to access that and English schools may have physical copies of it that they can use. There are two ways in which this booklet may be useful: As a guided reading group intervention for students in Year 3 and 4 who are early readers and can decode at this level but would benefit from reading and working on text together to develop their confidence. It would be recommended that reading the text together more than once will help build fluency for these early readers. As an individual provision for an older student who is an early reader and not able to fully access text at an age-appropriate level but needs to build some independent comprehension skills. The booklet has been deliberately designed to look age appropriate for key stage two students. If using the test material booklets alongside this – please replace the cover sheet to help students see this activity positively. There are printable covers to use for this purpose in my TES shop. These covers can be put on any tasks or adapted classroom work to make them look generic.

Fiction 1 This booklet includes a series of comprehension tasks based on the VIPERS approach that many schools use to teach the component’s needed to be able to demonstrate reading and text comprehension. It is designed to be used with the text from the 2023 Year Two reading test (Paper1 – fiction) as all schools will be able to access that and English schools may have physical copies of it that they can use. There are two ways in which this booklet may be useful: As a guided reading group intervention for students in Year 3 and 4 who are early readers and can decode at this level but would benefit from reading and working on text together to develop their confidence. It would be recommended that reading the text together more than once will help build fluency for these early readers. As an individual provision for an older student who is an early reader and not able to fully access text at an age-appropriate level but needs to build some independent comprehension skills. The booklet has been deliberately designed to look age appropriate for key stage two students. If using the test material booklets alongside this – please replace the cover sheet to help students see this activity positively. There are printable covers to use for this purpose in my TES shop. These covers can be put on any tasks or adapted classroom work to make them look generic.

Non-fiction 1 This booklet includes a series of comprehension tasks based on the VIPERS approach that many schools use to teach the component’s needed to be able to demonstrate reading and text comprehension. It is designed to be used with the text from the 2023 Year Two reading test (Paper1 – non-fiction) as all schools will be able to access that and English schools may have physical copies of it that they can use. There are two ways in which this booklet may be useful: As a guided reading group intervention for students in Year 3 and 4 who are early readers and can decode at this level but would benefit from reading and working on text together to develop their confidence. It would be recommended that reading the text together more than once will help build fluency for these early readers. As an individual provision for an older student who is an early reader and not able to fully access text at an age-appropriate level but needs to build some independent comprehension skills. The booklet has been deliberately designed to look age appropriate for key stage two students. If using the test material booklets alongside this – please replace the cover sheet to help students see this activity positively. There are printable covers to use for this purpose in my TES shop. These covers can be put on any tasks or adapted classroom work to make them look generic.

Schools often carry out practice tests with Year 6 students and the children needing adapted provision as a result of special educational needs often cannot access the same booklets as their peers. These covers can be put on the front of booklets of work these students are using at the same time as their peers to help them feel included. Each cover also includes a self-assessment box for students to share how they felt doing the activity. They can also be put on a range of work across the school year to help those students who feel anxious about tests to normalise the presentation and help them to feel more confident tackling tasks presented with this kind of cover. There are covers for a range of English and Maths activities. Science and Humanities covers have also been included in case these might be helpful for end of unit assessments. I like things to look consistent!

This set of planning has been written to go with the handwriting workbooks. It includes warm up activities, strength building exercises and games that will support the development of handwriting as well as make sessions engaging and fun. It is designed to be supportive for a teaching assistant or appropriate adult who has been asked to deliver a handwriting intervention. There is planning for 10 sessions which could be delivered once a week over the course of a term – or twice a week to complete the programme within a half term.

This printable workbook provides 8 sessions of scaffolded handwriting activities – there are two sessions for each of the 4 main letter formation groups. The letter formation groups covered are those that start with: • Curly shapes • Straight line shapes • Down, up and over shapes • Zigzag shapes Each session also applies the letter formation work to cursive writing of spelling words for year 5 and 6 as well as short sentences. The workbooks also include a self-assessment at the start and end. The workbook was designed for use in a handwriting intervention group which might be delivered by teaching assistant or appropriate volunteer adult.

This printable workbook provides 8 sessions of scaffolded handwriting activities – there are two sessions for each of the 4 main letter formation groups. The letter formation groups covered are those that start with: • Curly shapes • Straight line shapes • Down, up and over shapes • Zigzag shapes Each session also applies the letter formation work to cursive writing of spelling words for year 3 and 4 as well as short sentences. The workbooks also include a self-assessment at the start and end. The workbook was designed for use in a handwriting intervention group which might be delivered by teaching assistant or appropriate volunteer adult.

This printable workbook provides 8 sessions of scaffolded handwriting activities – there are two sessions for each of the 4 main letter formation groups. The letter formation groups covered are those that start with: • Curly shapes • Straight line shapes • Down, up and over shapes • Zigzag shapes Each session also applies the letter formation work to cursive writing of common exception words (CEW) for key stage one and short sentences. The workbooks also include a self-assessment at the start and end. The workbook was designed for use in a handwriting intervention group which might be delivered by teaching assistant or appropriate volunteer adult.

These resources help make the transition from starting the day with a sensory circuit to a simple arrival routine. They follow the same format to help provide continuity whilst introducing activities that are part of usual arrival routines in schools. They will be helpful for students who need a planner or checklist to follow a multi-step routine. This version of the resource has been presented in grayscale with a neutral background to help avoid sensory overload.

This resource has all of the sensory circuits and arrival planners in one document for ease. It includes the set and blank plans for adults to use with students who need support with transition into school or sensory processing throughout the school day.

These resources help make the transition from starting the day with a sensory circuit to a simple arrival routine. They follow the same format to help provide continuity whilst introducing activities that are part of usual arrival routines in schools. They will be helpful for students who need a planner or checklist to follow a multi-step routine.

This resource is a blank simple visual plan for a sensory circuit with alerting, organising and calming phases that can be personalised for a particular student. This version of the resource has been presented in grayscale with a neutral background to help avoid sensory overload. Sensory circuits can be used at the start of a day or session with students who need this kind of activity to transition into the learning environment. Sensory circuits can also provide a useful refocus and reset break for students at any point in the school day. They are often recommended by occupational therapists for students with neurologically typical development such as ASD or ADHD or a sensory processing disorder.

This resource is a blank simple visual plan for a sensory circuit with alerting, organising and calming phases that can be personalised for a particular student. Sensory circuits can be used at the start of a day or session with students who need this kind of activity to transition into the learning environment. Sensory circuits can also provide a useful refocus and reset break for students at any point in the school day. They are often recommended by occupational therapists for students with neurologically typical development such as ASD or ADHD or a sensory processing disorder.

This resource is another simple visual plan for a sensory circuit with alerting, organising and calming phases. It can be shared with a student or used by an adult. It is designed to need as little additional equipment as possible. This version of the resource has been presented in grayscale with a neutral background to help avoid sensory overload. Sensory circuits can be used at the start of a day or session with students who need this kind of activity to transition into the learning environment. They can be useful and are often recommended for students with neurologically typical development such as ASD or ADHD or a sensory processing disorder.

This resource is another simple visual plan for a sensory circuit with alerting, organising and calming phases. It can be shared with a student or used by an adult. It is designed to need as little additional equipment as possible. Sensory circuits can be used at the start of a day or session with students who need this kind of activity to transition into the learning environment. They can be useful and are often recommended for students with neurologically typical development such as ASD or ADHD or a sensory processing disorder.

This resource is a simple visual plan for a sensory circuit with alerting, organising and calming phases. It can be shared with a student or used by an adult. It is designed to need as little additional equipment as possible. This version of the resource has been presented in grayscale with a neutral background to help avoid sensory overload. Sensory circuits can be used at the start of a day or session with students who need this kind of activity to transition into the learning environment. They can be useful and are often recommended for students with neurologically typical development such as ASD or ADHD or a sensory processing disorder.