Please find below resources to compliment and support the Home Learning set by class teachers
for children with additional needs.
A number of our children access learning activities outside of those associated with the year group they are in.
If your child does this, please access the year group resources appropriate to their needs.
This information is in their home exercise book.
Numbots (A website for basic number skill development. Just use you TTRS login)
Online Education Resources (A government list of apps and websites to support mental health and well-being,
specific Special Educational Needs and specific subjects)
Parents Toolkit: SEND (Support, information and resources for parents from BBC Bitesize)
Sometimes, children struggle with changes to their routine and to understand situations that are new and beyond their control.
Social stories and visual timetables can be really effective in reducing these children’s anxiety levels during this period of
uncertainty and change.
Social Stories are proven to be highly effective in explaining situations and change to children, especially those with Autism.
This website contains some FANTASTIC Social Stories to help explain our new normal.
This website from The National Autistic Society contains general guidance on Social Stories and how they can be used to explain challenging concepts to children effectively.
Tom Fletcher has also done a brilliant experiment with his kids to demonstrate to them why they need to wash their hands.
This is a great video to show children explaining why this is so important!
We have some children in school, who benefit from the use of a visual timetable.
This structures their day and allows them to know what is happening next, therefore reducing anxiety.
These can be great when used at home too!
The best visual timetables are the ones made by the children themselves as they can incorporate any activities on to the cards and this gives them a sense of ownership and control over what is happening that day.
Some children however, find a plan for the whole day overwhelming. These children may prefer a Now and Next visual to support them in the same way to reduce their anxiety.
Below are some examples for your reference.
Some children have sensory processing needs. This means they may require more or less sensory stimulation than others.
Decreased sensory stimulation is often easier to achieve at home, provided screen-time is limited, as there are less children than in school and it is therefore quieter most of the time. If your child prefers this, quiet time out away from others is often something they enjoy.
However, if your child requires a higher level of sensory stimulation, there are lots of easy ways to provide this at home too!
Hanging from things, climbing and bouncing are all good physical activities lots of children can do using things they have in their garden.
In terms of indoor activities, the links below have lots of good idea you can try with your child. If there are any in particular that work really well, please let your child’s teacher know once we have returned to school.
Listening, Following Instructions and Language Needs
The Black Sheep resources below are some of the activities we use in school to develop language and listening skills.
These activities are designed to be done with the child and instructions are at the front of each document.
The vast majority of children in school with Dyslexia are able to fully access the National Curriculum using some simple support strategies.
Many children will already be aware of effective strategies they use independently to help themselves.
As such, I have put together some additional resources which children can access in order to support them in
completing the Home Learning set by their class teachers.
Sounds and Spellings
Some children with Dyslexia struggle with their working memory. This is best developed by playing games which require retention or completing puzzles such as spot the difference, mazes etc.
This link contains some games you might like to play at home to develop working memory and retention.
All children also have IDL logins and access to Spelling Frame to support reading and spelling development.
These online resources are great for providing the multi-sensory approach reading and spelling which is advocated by all Dyslexia specialists.
The following is a list of some of the strategies we use in school to support children with Dyslexia when they are reading and spelling.
You might like to try these when children are completing any literacy activities.
- If reading long words, divide syllables with a pencil line to help the child to pronounce words correctly.
- Practise the alphabet and focus on phonic development. Which sounds are in the word? Use Phase Phonics sound mats to help.
- Using an overlay if you child has one to help them see words more clearly.
- Use a reading ruler to keep place while reading.
- Get children to visualise things to remember them. Images will make more sense and stay with them longer than words.
- Use highlighters in comprehension tasks to avoid having to look for information again.
- Have a letter formation reminder available to help with any letter reversals.
- Open the appropriate Phase Phonics Sound Mat when spelling words so children can see the different ways of spelling the sound.
- Use mnemonics for spelling tricky words.
- Use mind maps to organise and record ideas
- Type work on the computer and use spell check.