Miss Emma introduces a 'neuro-inclusive' approach aimed at achieving the remarkable goal of having over 90% of children reading independently for pleasure by the end of Key Stage 1, even in the most underprivileged areas and while schools continue to employ systematic, synthetic phonics. While it presents greater challenges (as there are alternative methods to teach phonics systematically, with explicit instruction completed in half the time), this approach shines as an inspiring example of fostering a genuine love for reading in young learners. The development of orthographic knowledge using the Orthographic Mapping tool, combined with children choosing books based on their interests, is pivotal to its success

“The findings from the National Literacy Trust’s Annual Literacy Survey unveil a disconcerting trend: there has been a significant decline in the number of children who genuinely enjoy reading, marking the lowest point in 18 years. Drawing upon my extensive experience teaching children to read for pleasure and effectively supporting comprehensive school-wide literacy improvements and student engagement, I can confidently assert that the dual challenge of teaching children to read and instilling a passion for reading in UK schools has grown increasingly formidable. This is primarily due to the limited development of orthographic and vocabulary knowledge among many children and the reluctance of policymakers to embrace alternative, explicit, and systematic phonics teaching methods tailored to our neurodiverse classrooms. Consequently, if children have not cultivated a fervor for reading by the end of Key Stage 1, the likelihood of them willingly choosing to read in their leisure time becomes an ever more elusive aspiration. We can - and MUST - do things differently.”

Emma Hartnell-Baker (’Miss Emma’)