Spellwise™ Synthetic Phonic Programme

SPELLWISE BOX

What is the Spellwise Box?

  • Everything a busy teacher needs
  • Everything photo-copiable; no additional costs
The box contains:
  • 27 modules and resources
  • Teacher’s Manual and Teaching DVD
  • Initial, Interim, Final Assessment file – continual assessment throughout the Programme
  • Progress ‘Star Chart’ and final ‘Gold Certificate’
  • Starter pack of blank mnemonic cards
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BENEFITS

What are the benefits of Spellwise?

  • Raises reading ages for a wide range of your SEND children. On average the progress is 18-24 months and more over an 8 to 9 month period. Click Here to see the results of the 2010-11 Pilot Study.
  • Raises National Curriculum (NC) levels. Targets the weaknesses in auditory, visual, phonological and sequential memory and sequencing difficulties that SEN children need help with. Click Here to see the National Curriculum results for reading, writing and spelling.
  • Provides a system that meets the required National Curriculum basic principles of GOOD phonic teaching
  • Supports your SEN pupils, particularly those with dyslexia, dyspraxia, SpLD and GLD.
FOR SCHOOLS

What does Spellwise give to your school?

  • A rigorous, systematic, highly structured intervention Programme that guarantees progress in reading and National Curriculum (NC) levels.
  • An affordable “Wave 3 Intervention Programme” that specifically targets KS1/Beginning KS2 SEND children.
  • An easy to learn, easy to prepare and easy to administer Programme for busy teachers, SENCO’s and TAs.
LISTEN TO WHAT SCHOOLS SAY ABOUT SPELLWISE
STRUCTURE

What does Spellwise give your SEND children?

  • Its multi-sensory teaching and accumulative learning approach targets all learning styles and leaves no gaps
  • Learning that is fun – games and activities consolidate learning in every module
  • Attractive reading/workbooks (module 5) enable reading at the children’s level. LEARN MORE ABOUT THE BOOKS
  • Allows pupils time to assimilate; time to consolidate, time to practice, and time to review information they have been taught.
  • Spellwise improves children’s confidence and self esteem – an ’I can do’ factor; giving them the ‘Wings to Fly’ (HT –Marie Conway, St. Anne’s RC School, Chelmsley Wood)
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IMPACT ON N C LEVELS

Impressive Yr 2 DATA received from Cranmore Infant School, Solihull who have been using Spellwise for over three years. All 4 children had Statements, MLD and dyslexia.

Yr 2: NC Reading Assess 2013-2014 (0ver 8–9 mths)

Initial

Interim

Final

Progress

Pupil 1

P8

1B

1A

3 sub levels

Pupil 2

1C

1A

2B

4 sub levels

Pupil 3

1B

1A

2B

3 sub levels

Pupil 4

P8

1A

2B

5 sub levels

N C Writing Assessment

Pupil 1

P7

P8

1B

3 sub levels

Pupil 2

1B

1A

2C

2 sub levels

Pupil 3

1C

1A

2B

4 sub levels

Pupil 4

P8

1B

1A

3 sub levels

Reading (Salford)

Pupil 1:  C A: 5.05

-4.03

4.07

5.09

21 months

Pupil 2:  C A: not known

4.08

5.05

6.08

24 months

Pupil 3:  C A : 5.02

4.03

5.05

6.08

29 months

Pupil 4:  C A:  5.09

4.02

5.05

6.08

30 months

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What Teachers Say

Nicky Coman  -   SENCO 

“We have been using the Spellwise intervention within school and have had some extremely positive feedback.

We initially set up 1 TA to work with pupils on Spellwise for two afternoons per week. This TA had previously been trained by a Dyslexia Outreach specialist teacher in delivering the ‘Beat Dyslexia’ programme and so had a strong background in understanding the basic building blocks that underpin  an intervention of this type.

We reviewed the impact in December, made a small number of adjustments and reviewed again in March. The impact was so positive that we then set up an additional TA to work with more  pupils in the summer term.

I have been extremely impressed by the impact and effectiveness of this intervention and have flagged it up to a number of my SENCO colleagues in network meetings.”

Dell Primary School, Lowestoft, Suffolk.

 

Jackie Poyser – SENCO

“We are always going to have this nucleus of children who are not conventional learners; who have difficulty with auditory and visual processing; that fall between the stones of conventional teaching approaches and programmes.  You have to have something to rescue them and that is what Spellwise does.

These children have already had a phonic diet of ‘add-on’ input that hasn’t worked.  They need proper teaching with a proper structured programme and that is what Spellwise is.

The input is quite intense.  They don’t get time to be inactive because the Programme moves from one activity to the next very quickly.  They love to play the games and don’t realise that they are working on consolidating information or vocabulary.

There is so much in the Spellwise Programme.  It is an ALL ROUND Programme.”

Bishop Wilson C E Primary School, Chelmsley Wood, Solihull, West Midlands.

 

Sarah – Yr 2 Class Teacher

“I think it is that ‘Wave 3′ intervention strategy that Spellwise hits perfectly.  What we are most upset about is that we can’t get more children on it – because it is SO specific.”

English Co-ordinator; St. Anne’s R C Primary School, Chelmsley Wood, Solihull, West Midlands.

 

Ginette Walsh    Teaching Assistant 

“The big advantage of the Spellwise Programme is that everything you need is there – you don’t have to get any other resources from anywhere else. 5 minutes photo-copying every other day and the lessons is prepared and ready to go. I think it is fantastic.

In the Reading Books, you never come across a sound or a word that hasn’t previously been covered. I think that is fantastic. It just works really well because the text has a logical order. Some of the text syntax is ‘funny’ – funny in a laughing way and the children are amused by it.  An autistic pupil can sometimes be distracted by the colour and images in pictures which detract from the words. The Spellwise Books suit my autistic pupil because they are black and white and do not draw him away from reading the text. Also the words are at just the right level for him.

Blossomfield Infant School, Shirley, Solihull, West Midlands. 

 

Ceri Crosskey. HT.

“Over the years, we have used a number of intervention strategies to support our SEND children.  They have had their success in part but not enough for the nucleus of children for whom phonic teaching moves too fast. So we invested in Spellwise.

As well as being an excellent SEN resource, Spellwise is so easy to run; you can tell it has been written by a teacher with busy teachers in mind.  Everything is in the Box. It is a ‘fun’ Programme for the children. They like its structure; love the photo-copiable reading books and all the games that are imbedded in each module.   Its highly structured, step by step, multi-sensory teaching approach has really worked for them and has raised their self esteem and self worth.

Over an 8-9 month period, our SEN children have made significant progress in reading – some as much as 24/30 months.  It has also raised their NC levels in reading and writing by 2 levels and more.

Our recent OFSTED Inspection in 2013, recognised that our SEND children had benefited by the slower pace of teaching that Spellwise provides.

I would highly recommend Spellwise to any other school looking for an effective phonics and literacy programme that improves reading and literacy levels in a fun and structured way.”

Gilbertstone Primary School, Yardley, Birmingham.

 

Specialist Teacher

“Spellwise has significant benefits:-

  • It is multi-sensory and cumulative
  • Repetition builds on newly acquired skills
  • Child friendly
  • Clear font and pictures
  • Very logical and coherent programme
  • Liked the fact everything is in one box

I would definitely recommend the Spellwise Programme to schools and colleagues.” SEN /AEN + Pre School Service, Essex County Council

 

Elaine Field – Yr. 2 Teacher

“The TA’s that ran the programme in all classes all agree that it has been very effective for all children involved and has had a huge impact on their self-confidence. They also agree that it is a simple programme to use and can be done very effectively in short bursts of time.

In Yr 2 we did Spellwise during Literacy and we found this to be a very good use of time as the children were getting very specific targeted intervention which led to an improvement in other subjects.

The general feedback from staff is it the most effective programme used at school and it certainly has an impact on levels.

More importantly though, it has a huge impact on children’s confidence to read and write and as an extra benefit, it has enabled my children in Year Two to write much larger quantities.”

Henley Primary School, Henley-in-Arden, Warwickshire.

 

Tina Rowland – SENCO

” Alton Park Junior School decided to purchase Spellwise on the advice of the  specialist teacher for LLD for a specific child with a statement with complex  difficulties (medical and learning).

The child came into year 5 but was working on P scales. She moved into the area and had been at a special school. The child has used Spellwise 3 times weekly for about 45 minutes.

The child’s response to Spellwise is fantastic. She absolutely loves it and can’t  wait to do it. She asks every day if it is Spellwise day. She is on Module 14.

The child has made excellent progress since using this scheme and has  improved her reading and spelling far beyond expectations as can be seen from the data form. Her handwriting has improved as can be seen in her books and we were not expecting it to have had an impact in this area.

I would recommend Spellwise as an intervention for children who have a particular difficulty with reading, memory and spelling. The kinaesthetic approach suits children who need a hands on experience and the resources  are easy to make.

The instructions are very comprehensive and can be used  by teaching assistants without the need for supervision. The organisation of the box into folders makes it easy to use and follow. I think that it is good value for money and we will be using it with other children in the next academic year. The content is very appropriate for an older student who is still struggling with basics.”

Alton Park Junior School, Clacton-on-Sea, Essex

      Lisa Sabotig     Lisa Sabotig

Senior Educational Psychologist, Creative Psychology in Action (CPA Ltd)

“I have known Hilary in a professional capacity for 15 years. Hilary’s strength lies in her rigorous knowledge, skills and wealth of experience in how children acquire Literacy and develop as learners. Hilary is also keen to see learning in terms of the whole child and her approaches and the frameworks she utilises hold the resiliency, positive self concept of children as learners at their heart. I feel privileged to have worked alongside Hilary in Ulverley, Monkspath and in a small part of the development phase of her Spellwise Programme. I have learnt so much through this collaborative working and recommend Hilary as a passionate, empathic and skilful practitioner in the field of education. She has clearly made a huge difference to the children and families that she has worked closely with over the years.”