Thank you 🙂

Thank you 🙂

I have never done that. I blocked you to protect my own mental well-being which I am entitled to do. I am now sorry I decided that I was hasty with my block as we are clearly not going to be able to have civil conversations here.

I'm afraid it feels personal.

I'm not sure why you reference David

I've worked in a range of settings much like yourself, worked in SEND, primary & have for the last few years worked across APs. Most in secondary. I know none of that will matter as you don't like me & that won't change. However, if you comment on my article & I see it, I will reply.

Because you responded to my article?

That's really a key part of any diagnostic. Hearing, seeing and talking about to really identify what could be an issue.

We use DIBELS as a whole class assessment in September (very manageable and you get a great overview) and the YARC later for a small fluency intervention group.

We find YARC works well in our settings. We deliver it 1-2-1 in some quite large schools after the initial screening with GL. Sometimes it takes longer than 30 minutes especially in our SEMH settings & APs. We aim for it to be done by those doing the intervention as we don't just want more hard data

Thank you for reading and sharing 🙂

Each stage includes:
• Student Book built around carefully sequenced enquiries
• Workbook with meaningful practice and application
• Detailed Teacher Guide exploring curriculum intent, misconceptions and implementation

The aim was to create a coherent programme that helps pupils understand contemporary global challenges while remaining hopeful about how people can respond.
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