Over the past decade, the phonics policy in England has reshaped how reading is taught in primary schools. Systematic synthetic phonics is now the central approach used in early literacy instruction, and the Year 1 Phonics Screening Check has become a familiar feature of the education landscape. At the same time, discussion about phonics policy … Continue reading A New Resource: Understanding the Phonics Policy in England
reading
Now Listed in the National Autistic Society Autism Services Directory
I’m very pleased to share that I am now listed in the National Autistic Society Autism Services Directory as a specialist literacy tutor for autistic and neurodivergent learners. You can view my full profile in the National Autistic Society Autism Services Directory. The National Autistic Society directory is a trusted national resource used by families, … Continue reading Now Listed in the National Autistic Society Autism Services Directory
When Praise Turns: Heremod and Modthryth in Beowulf
One of the most difficult ideas for students of English to grasp is that meaning is not located solely in events, but in how those events are described, framed, and judged. At GCSE level, this sits at the heart of language analysis: writers shape reader response not just through what happens, but through voice, viewpoint, … Continue reading When Praise Turns: Heremod and Modthryth in Beowulf
Why Some Children Get Stuck After Phonics – Understanding Orthographic Mapping and the Self-Teaching Phase
Thousands of children can sound out words but still can’t read fluently. They can decode the letters on a page yet struggle to recognise words automatically or understand them easily. This article explores what happens after phonics – the stage where real reading begins – and why understanding orthographic mapping and the self-teaching phase is … Continue reading Why Some Children Get Stuck After Phonics – Understanding Orthographic Mapping and the Self-Teaching Phase
From Sound to Story: How Children Really Learn to Read – and Why So Many Phonics Programmes Misfire
Children learn to read by linking the sounds they already know to the symbols on a page. Yet most phonics programmes start from the wrong end – from print instead of speech – forcing children to memorise the alphabetic code backwards. Here’s what really happens inside the reading brain, and how to teach in a … Continue reading From Sound to Story: How Children Really Learn to Read – and Why So Many Phonics Programmes Misfire
Making AQA GCSE English Language Question 3 Accessible for Autistic Learners
Kate Coldrick explains how autistic learners can approach AQA GCSE English Language Question 3 on structure with an inclusive, accessible strategy. From summer 2026, AQA are revising Paper 1, Question 3. Instead of the familiar open-ended “How has the writer structured the text to interest you as a reader?”, the question will now specify a … Continue reading Making AQA GCSE English Language Question 3 Accessible for Autistic Learners
Why Repetition Builds Confidence for Autistic Learners
One of the most effective ways to support autistic learners in literacy is also one of the simplest: repetition. Repetition creates safety. When a student knows what to expect, they can focus their energy on practising the skill itself rather than managing the uncertainty of a new task format. Instead of novelty, which can trigger … Continue reading Why Repetition Builds Confidence for Autistic Learners
Sentence Types Made Simple: A Visual Approach for Functional Skills English
As a literacy tutor and inclusive education specialist, Kate Coldrick, created this colour-coded sentence guide to help Functional Skills English learners understand sentence types with clarity and confidence. If you’ve ever tried to explain the structure of English sentences to a neurodivergent learner – particularly an autistic student – you’ll know it’s rarely as straightforward … Continue reading Sentence Types Made Simple: A Visual Approach for Functional Skills English
You must be logged in to post a comment.