SEMH student

In this practical Q+A blog, one of the 60 Little Wandle Code pilot schools’ shares advice for making the programme work for a student with SEMH (Social, Emotional and Mental Health) needs.

Can you explain the student’s barriers to accessing Little Wandle Code?

• Historic engrained refusal/ low self-esteem with reading.
• Significant gaps in learning due to non-attendance in prior placements. Persistent absence.
• Behavioural barriers – oppositional defiance, ADHD traits (lack of focus and concentration, easily distracted)
• Below average work memory – retaining information.
• Social disparity – ‘streetwise maturity’ – but not able to access age-appropriate texts.

What adaptions to the programme have you made so they can access the learning successfully?

• Incentive/ reward-based participation (e.g. golden token, positive points etc.)
• Significant contact pre/during intervention with parents/carers.
• Three sessions a week timetabled – consistent rooming/timing. Fourth lesson timetabled for catch-up where necessary (e.g. misconception of learning/absence/ non-engagement). 25 mins maximum.
• Groupings – maximum of three pupils (pre-selected and dictated by diagnostic assessment/ behaviour data). Phased planning across the year to ensure pupils are put in groups conducive to effective learning.
• Pedagogical strategies: repetition/ recap/ revise; closed questioning; visual/ audio aids; use of whiteboards; kinaesthetic, physical activities; processing take-up time.
• Collaborative with pupils – choosing the ‘reading for pleasure’ book together – inclusive learning.

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