ASSESSMENT
We offer a number of assessments that help establish if the difficulties are of a dyslexic nature
CONSULTATION
Passionate about supporting individuals of all ages, in education, apprenticeships and the workplace
ASSESSMENT
We offer a number of assessments that help establish if the difficulties are of a dyslexic nature
CONSULTATION
Passionate about supporting individuals of all ages, in education, apprenticeships and the workplace
New for 2019! CodeBreakers® online tuition (Worldwide) Click here
Georgina Smith has over 10 years experience as a dyslexia tutor and assessor. Georgina is a member of PATOSS and has AMBDA status from the British Dyslexia Association.
Georgina is a PATOSS registered assessor and tutor.
Georgina has run an independent practice for over 10 years working with students of all ages referred by their family and through both mainstream and non-mainstream schools.
As members of her family have struggled with dyslexia over the years, she is passionate about supporting children and adults with dyslexia, ensuring they maximise their potential and develop literacy skills to enable students to become independent, confident readers and spellers.
Georgina Smith has over 10 years experience as a dyslexia tutor and assessor. Georgina is a member of PATOSS and has AMBDA status from the British Dyslexia Association.
Georgina is a PATOSS registered assessor and tutor.
Georgina has run an independent practice for over 10 years working with students of all ages referred by their family and through both mainstream and non-mainstream schools.
As members of her family have struggled with dyslexia over the years, she is passionate about supporting children and adults with dyslexia, ensuring they maximise their potential and develop literacy skills to enable students to become independent, confident readers and spellers.
Easily accessible from North Staffordshire, Stoke on Trent, East Cheshire, Derbyshire & the Peak District.
PRESS RELEASE
Georgina has been nominated for a ‘Sentinel Our Heroes Award‘ as an education star for her CodeBreakers® programme.
‘Commended’ for new start up business at the Staffordshire Chambers Business Awards 2019
‘Nominated’ for National Diversity Award 2019
UPCOMING EVENTS
FACEBOOK FEED
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You know when you’ve finished something, and then someone changes the goalposts on you...of course you do, you’re a SENCO, and it happens all the time. Well, that’s what happened here. After completing the round-up yesterday and popping it in the relevant places, at 1am this morning the DfE/Government decided to release a whole new batch of updates...quite significant ones at that.
So, back to the drawing board and a single date, update of their content. I’m not bitter, really...
**(Available as a download in the SENsible SENCO files section)**
DfE
Guidance for schools and other educational settings
This is the launch page for most of the information and was the order in which I presented the files in previous weeks. Due to its scattered approach it as getting a little unwieldy, so the government has now organised the information into categories instead.
www.gov.uk/government/collections/coronavirus-covid-19-guidance-for-schools-and-other-educational...
Get help with technology for remote education during COVID-19
Schools and colleges will soon be able to get access to more remote education resources during the school closure period. The Department for Education is working in partnership with technology suppliers such as Google and Microsoft to provide:
internet access and digital devices (such as laptops) for some disadvantaged secondary school pupils who do not already have them
internet access and digital devices for care leavers and children with social workers who do not already have them
support for schools to access online platforms where teachers can set and collect work from pupils
training on using remote education resources from the technology suppliers
support from other schools and colleges who are already using these resources
Schools, trusts and local authorities will be able to place online orders for devices for eligible pupils from Wednesday 22 April. Parents and pupils will not be able to order the devices themselves.
www.gov.uk/guidance/get-help-with-technology-for-remote-education-during-coronavirus-covid-19
Supporting your children’s education during COVID-19
This is a new header page for links to some of the information we’ve already seen.
However, it is now offering a specific page for SEND: www.gov.uk/guidance/help-children-with-send-continue-their-education-during-coronavirus-covid-19 with information about online resources, materials from The Sensory Projects and TechAbility and information from The Council for Disabled Children and EEF.
Additional pages cover 2-4 year olds and primary school.
Here’s the link to that master page: www.gov.uk/guidance/supporting-your-childrens-education-during-coronavirus-covid-19
Remote education during COVID-19
An information page for parents with links. This talks about the resources from Oak National Academy (lessons and online resources). It offers video lessons for primary and secondary children.
This page also links to information about Safeguarding and help with technology.
www.gov.uk/guidance/remote-education-during-coronavirus-covid-19
Safeguarding and remote education during COVID-19
This guidance is designed to be read alongside COVID-19: safeguarding in schools, colleges and other providers. It reiterates again: There is no expectation that teachers should live stream or provide pre-recorded videos. Schools should consider the approaches that best suit the needs of their pupils and staff.
Probably not the kind of guide that you read and retain, but one you need to be aware of as it has the links required for further support and advice about specific circumstances.
www.gov.uk/guidance/safeguarding-and-remote-education-during-coronavirus-covid-19
Fingers crossed that there are no more major changes tonight!
Help primary school children continue their education during coronavirus (COVID-19)
www.gov.uk
Advice for parents and carers looking after primary school children.DfE to provide laptops for disadvantaged year 10 pupils
schoolsweek.co.uk
Schools will be able to submit business cases for devices for certain pupils, and will keep the technology once they reopenHelp children with SEND continue their education during coronavirus (COVID-19)
www.gov.uk
Advice for parents and carers looking after children with special educational needs and disabilities (SEND).If you want kids to remember words make a vocabulator. Vocab-u-what? - Thinking Talking
thinkingtalking.co.uk
Vocabulators are are great way for children to independently review words. They are particularly useful for learners who need a bit of movement and excitement. Vocabulators are plastic bottles or jars that are filled with noisy stuff (such as pasta or rice) and interesting coloured things (such as s...The CodeBreakers Pilot Study of the Effectiveness of a Systematic Synthetic Phonics Programme in Schools
September 2018 – June 2019
– SUMMARY OF FINDINGS –
– 60% of students have increased their reading accuracy (1-32%) –
– 60% of students have increased spelling accuracy (2-32%) –
– Over 75% of students have increased in their ability to decode non words (8-38%) –
– Where speed of reading and spelling have decreased a direct correlation in an increase in accuracy can be seen –
MID TERM STATISTICS – MARCH 2019
**Following 16-20 weeks (1 hour per week) intervention
I just wanted to say a great big thank you on behalf of all the children that you have helped support at our school!
These results are fantastic and I know that CodeBreakers has made a very real difference for our children and for our staff!
Thanks so much for all you have done to support us so far!
March 2019 – Headteacher
Want to find out more about the CodeBreakers® programme?
CodeBreakers® Success Stories
- REFERRALS -
Assessment Referrals accepted from ages 6:6 – post 16.
Tuition Referrals accepted from ages 6 – post 16.
- REFERRALS -
Assessment Referrals accepted from ages 6:6 – post 16.
Tuition Referrals accepted from ages 6 – post 16.
