Engage & Discover
“Engagement, awareness, and early connection through meaningful sensory literacy experiences.”
In the Engage and Discover pathway, reading begins through sensory, relational, and highly supportive experiences that help pupils build early awareness, trust, and engagement with texts.
Pupils access:
- a rich range of multisensory stories,
- symbol-supported materials, and;
- familiar, repetitive texts that foster anticipation, enjoyment.
Reading is used as a meaningful context for developing expressive and receptive communication within our Total Communication approach, enabling pupils to share preferences, make choices, and connect with others. Through consistent exposure to books, environmental print, and listening activities, pupils develop the foundational comprehension, curiosity, and early independence needed to begin their reading journey.
Discover & Explore
“Building foundations through consistency, communication, and curiosity.”
Reading Intent
In the Discover and Explore pathway, pupils develop early reading behaviours and foundational literacy skills through structured, repetitive, and sensory-rich experiences.
Reading learning focuses on:
- developing phonic awareness, object-symbol recognition, and enjoyment of familiar texts;
- engaging with books, symbols, sensory stories, and environmental print to build early comprehension;
- building curiosity, anticipation, and early independence through supported exploration of texts;
- having daily opportunities to experience texts to develop a love of reading, and allow reading to become embedded in meaningful routines and real-life contexts.
Reading in this pathway nurtures engagement, early understanding, and confidence, ensuring each learner can explore stories, information, and ideas in ways that celebrate their strengths.
Writing Intent
Writing development focuses on mark making, intentional communication, and foundational transcription skills rooted in physical development.
Pupils learn to:
- explore writing tools, sensory media, and purposeful mark-making;
- develop fine and gross motor skills that support future handwriting and transcription;
- use their preferred mode of expression (gesture, symbols, drawing, AAC, mark making) to communicate meaning;
- build early sentence awareness through modelled language, symbol-supported structures (such as the Sentence Building Programme), and guided composition.
This stage celebrates every purposeful attempt to create or communicate meaning, building confidence, agency, and early independence
Explore & Enquire
“Growing confidence through investigation, problem‑solving, and purposeful literacy.”
Reading Intent
In the Explore and Enquire pathway, pupils become increasingly confident, functional readers who can investigate, interpret, and connect information to real-world contexts.
Learning focuses on:
- strengthening phonics, fluency, accuracy, and prosody through guided reading;
- applying reading skills to access information, stories, functional texts, and the community;
- developing deeper comprehension by asking questions, making predictions, and identifying key information;
- accessing a wider range of genres to build identity, preference, and motivation as readers.
Pupils begin using reading to make choices, explore interests, problem-solve, and increase their independence in everyday life.
Writing Intent
Pupils develop confidence in organising and expressing their ideas for a range of purposes and audiences.
Writing learning includes:
- developing handwriting or alternative transcription methods (typing, AAC,);
- applying punctuation and grammar to create clear, meaningful written communication;
- composing sentences and short texts using the Sentence Building Programme;
- writing within real-life and functional contexts to build independence (lists, messages, recounts, instructions).
Writing in this pathway supports learners to communicate with purpose, express their ideas more clearly, and build resilience and independence as developing authors
Enquire & Beyond
“Extending independence, critical thinking, and real-life application.”
Reading Intent
In the Enquire and Beyond pathway, pupils extend their reading into functional, academic, and life‑skills contexts.
Learning focuses on:
- analysing, evaluating, and reflecting on texts for meaning, purpose, and viewpoint;
- developing reading skills needed for adulthood (digital literacy, community navigation, workplace reading);
- applying comprehension strategies to make informed decisions and foster independence;
- engaging in reading that supports career planning, personal goals, and preparation for transitions;
- continuing to explore a range of texts and genres to build motivation and a love of reading
Pupils read with increasing autonomy, confidence, and purpose, using literacy as a tool to navigate life, work, and future learning.
Writing Intent
Writing becomes a tool for independence, advocacy, and personal expression.
Pupils learn to:
- write clearly and coherently for real-life purposes including applications, emails, planning documents, and reflective writing;
- use writing to express opinions, reflect on experiences, and communicate with increasing responsibility;
- apply composition skills to plan, draft, edit, and evaluate their work;
- use digital tools, voice output, or handwriting depending on individual preference and need.
Writing supports learners to communicate confidently as emerging adults—preparing them for employment, community participation, and lifelong fulfilment
Phonics
At Mayfield School we place very high priority on early reading, including the teaching of phonics. From EYFS to Key Stage 3 pupils access the Little Wandle SEND programme. Find out more about our Systematic Sythentic Phonics Programme below: