Reading Ambition For All – Virtual 2026/ 27

Module 1: The guiding principles of teaching SEND in mainstream schools

• Guidance
  • • EEF guidance: SEND in mainstream schools
    • SEND Code of Practice
    • EEF guidance: Common SEND misconceptions
    • Ofsted blog: Pupils with SEND who have fallen behind
• How all children, including those with SEND, learn to read:
  • • • The Simple View of Reading
    • Understanding the orthographic store
• Choosing the correct pathway for pupils below age-related expectations in reading
  • • Keep-up
    • Catch-up
    • Small-step teaching

Module 2: Understanding children’s needs; ensuring access to learning

• Understand the importance of early literacy experiences
  • (EEF: Preparing for literacy)
• Understand children’s barriers so they can access every lesson
• Expert support addressing:
  • Mild vision impairments
  • Children with mild deafness
  • EAL
• Understand how to use assessment to support pupils
  • Assessing non-verbal pupils

Module 3: Neurodiversity: Increasing understanding and supportive strategies for teachers and pupils

• Understanding  neurodivergence:
  • Co-occurring conditions
  • Working memory and executive function
  • Regulation
• Expert support addressing the strengths and challenges for:
  • Autistic pupils
  • Pupils with ADHD
  • Dyslexic pupils
• Research about how pupils with autism, ADHD and dyslexia learn to read, addressing barriers, misconceptions and key strategies
• Guidance for neuro-affirming practices in the classroom including:
  • The impact of the environment
  • ‘Good for all’ guidance
  • Timetabling
  • Regulation strategies

Module 4: Adaptive teaching and appropriate adaptations to use in class

• Using adaptive teaching whilst retaining fidelity to your SSP programme
• How to use Assessment for Learning (AfL) in classroom practice
• How and when to break teaching into smaller steps
• Explore how to use your SSP programme to support pupils who need more practice to:
  • map phonemes to graphemes
  • blend
  • segment
•  Working with teaching assistants effectively  

Module 5: Leading reading: High expectations for every child; using assessment to create specific and effective support using your SSP programme 

• Headteachers/SENDCos and reading leaders will use the ‘Audit for leaders’ throughout this module. 
• The role of leaders 
• Knowing your SSP programme 
• Staff deployment and timetabling 
• Understanding assessment: Know what each pupil needs
• Ensuring consistency: Everyone knows how we teach reading
• Ensuring every pupil learns to read before they leave primary school 

Module 6: Supporting children with a more complex SEND