Connecting whole word interventions to inclusive classroom practice

Despite phonics interventions, this primary school saw limited progress in reading outcomes for some KS2 pupils with SEND. Leaders identified that interventions were disconnected from classroom practice and lacked shared ownership. A targeted whole-word reading approach was introduced, supported by staff training, Widgit-based resources and planned professional dialogue between teachers and support staff. Crucially, intervention materials were embedded directly into classroom learning. Evidence of impact includes measurable gains in word recognition, improved reading ages and book-band progression, high pupil engagement, positive parental feedback, and increased transfer of learned vocabulary into writing and wider curriculum tasks, demonstrating more inclusive and sustainable reading support.