English
Phonics
To support our learners in development of skills linked to reading and writing we use the synthetics phonics programme, Sounds Write. Sounds Write provides a highly structured, systematic approach to supporting children to learn about letters and their sounds. It is based on the sounds in speech and linking these to the written word. Reading and writing go hand in hand in Sounds Write and both skills are taught simultaneously as part of every session. We chose Sounds Write as our phonics delivery curriculum as it suits the strengths of Autism well. Its consistent and highly structured format works well for our learners.
At The Marlborough, we also use the Dandelion Reader scheme books which support learning using the Sounds Write programme. Generally, a reading book will be selected from the unit below the unit being worked on in class. This ensures that the content of reading books should be consistent with the reading knowledge and skills a learner has already mastered, allowing focus on fluency and comprehension.
Reading
At The Marlborough, we have our own framework for assessing reading, the Marlborough Progress steps. This is based on the National Curriculum but has been adapted and refined in order to ensure it is appropriate and relevant for our learners, removing any barriers which may prevent them from making progress on a traditional reading framework. Our reading framework tracks word, sentence and text level objectives with focus on decoding and comprehension skills.
Once children are able to decode efficiently, we use Accelerated Reader (AR), which is a programme that aims to develop independent reading skills and foster positive attitudes towards reading. AR gives teachers the information they need to monitor learners' reading practice and make informed decisions to guide their future learning. It also allows learners to celebrate their own achievements and supports them in making appropriate choices when selecting reading material.
A variety of teaching strategies are employed to teach reading both inside and outside the English lesson. Every classroom has access to a variety of books to promote the idea of reading for pleasure and reading is incorporated within our topic-based curriculum. Reading celebrations such as World Book Day are used to emphasise the importance of reading and encourage children to engage in book-based activities for pleasure.
All children will take home reading books to share at home. For children who are working at a pre-academic level these will be picture books to share for pleasure. We start early readers on the Dandelion reading scheme, before children move on to home-school reading materials that are drawn from a range of reading schemes.
If your child is on Accelerated Reader and you would like to access this from home, please see the link below:
Writing
We support the pupils at the Marlborough to develop their handwriting by using the Letter join programme. We encourage a wide variety of pre-writing activities to develop fine and gross motor skills in a variety of media including sensory activities to engage and enthuse writing from a young age.
We pride ourselves in using a variety of approaches to writing, based on the physical needs of our pupils. The aim is to find an approach that best suits the ability and needs of each individual. Our teachers are encouraged to make writing fun and a variety of resources including colourful semantics, PECS and “writing through role play” are used to achieve this goal.
Pupils engage in a weekly write session where they are encouraged to participate in a completely independent attempt of writing to see progress over time. This may take the form of mark making at a low level to a whole creative story, depending on the pupil. Additional support for handwriting and developing fine motor skills is given within our therapy and intervention team and focuses on incorporating an Occupational Therapy element.
Grammar, Punctuation, Spelling
Pupils are given a high level of support at The Marlborough and the need to support with grammar, punctuation and spelling is balanced with the desire to encourage expression and enjoyment in the creation of writing.
We offer writing interventions eg. Beat Dyslexia and Colourful semantics to support our pupils with spelling and grammar. All our pupils have access to vocabulary mats, communication boards, PECS and other visuals to support their spelling.
In our older classes, the pupils are encouraged to identify improvements and edit their work with a ‘purple pen’. They are also encouraged to use a dictionary to correct possible spelling errors. They are then given a high degree of praise for engaging in this process.
Speaking and Listening/Communication
Communication is at the very heart of our ethos at the Marlborough. We have several highly trained staff in PECS, which is a well-known evidence-based practice for developing early communication. In addition to this, we are very lucky to have a trained Signalong instructor, who is able to train our staff to aid speaking and listening with visual signs.
We use the Language for Thinking programme as an intervention to develop communication as well as speaking and listening skills. This is run by our therapy and intervention team. Communication ability are one of the key areas in the MPAC (Marlborough Pathway Assessment Compass) and progress are tracked by using this assessment tool.