Shining a Light on Personalised Learning: #iLearnDifferently Initiative

The alarming rise in the number of children struggling with literacy by the end of primary school is a symptom of a broader educational crisis. Data from the Department for Education indicates that between 25-40% of children are falling behind, a significant increase from 20 years ago. Moreover, studies by the National Literacy Trust show a growing disinterest in reading among those who are capable.

Amidst these challenges, the mental health of our young people has been declining for over a decade. Traditional, rigid educational models often overlook the unique learning needs and paces of neurodiverse (includind gifted) students, stifling their true potential.

In response to this critical situation, Emma Hartnell-Baker, renowned for her expertise in whole school literacy improvement and her former role as a manager of 'outstanding' nurseries and an OFSTED Inspector, has returned to the UK from Australia to launch a pioneering initiative aimed at transforming early education through the #iLearnDifferently movement. This more neuro-inclusive approach focuses on early detection of children at risk of falling through the cracks, identifying learning differences that conventional methods miss. The goal is to stop creating a SEND crisis in the first place. 
 

At the core of Emma’s strategy is the belief in the power of personalised learning, not tied to outdated phonics methods but through innovative practices that engage children in learning through their interests. The Early Learning Differences Centre will offer free dyslexia screening for three-year-olds and a unique approach to learning that revolves around word mapping through play, focusing on the words that children find intriguing, not words predominantly chosen as they align to a 'scope and sequence'. When learning to read before entering mainstream education we can do things differently! 

This approach fosters a natural love for 'code mapping' - the foundation of reading and spelling - using it as a by-product of engaging educational experiences rather than the sole objective. This also serves to build a deeper bond between adults and children as they talk about their lives and interests. The offerings will extend to a much broader goal of eradicating illiteracy and tackling personal, social, and emotional development, exploring issues that schools do not have the funding, time, or capacity to tackle. By sending children to school with high level phonemic and orthographic awareness and oral language skills this may change as so much time is freed up in KS1 because they do not need phonics instruction.   

Emma Hartnell-Baker is committed to sharing this approach, which she has successfully used to teach neurodiverse learners to read for pleasure, integrating cutting-edge technology to tailor learning to each child’s needs.
Screening at Three - with the Dys-Screener - will make all the difference!