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By Junior School age, these children needed regular extra teaching and often needed to use expensive resources to motivate them to acquire the skills. Withdrawing children from lessons to teach them basic skills meant that they were missing subjects that they enjoyed.\u003c\/p\u003e\n\u003ch3\u003eEARLY DETECTION\u003c\/h3\u003e\n\u003cp\u003eEarly detection of Dyslexia or general learning difficulties means that support and meaningful teaching can be put in place before a child begins to miss out on the teaching that is going on in the Early Years stage of his education.\u003c\/p\u003e\n\u003ch3\u003eIMPROVED SELF-ESTEEM\u003c\/h3\u003e\n\u003cp\u003eFor any child to succeed they must have good self-esteem, and be taught self-help strategies that will carry them through the years of learning ahead of them.\u003c\/p\u003e\n\u003ch3\u003eMULTI-SENSORY\u003c\/h3\u003e\n\u003cp\u003eThe need for simple steps learning, linked to a regular, consistent, multi-sensory style of teaching is behind the development of the Five Minute Box.\u003c\/p\u003e\n\u003ch3\u003eFROM RECEPTION ONWARDS\u003c\/h3\u003e\n\u003cp\u003eUsed from the age of school entry, the programme of teaching has been designed to cover the basic skills for the acquisition of literacy. It is designed for use by Learning Support Assistants on a daily basis and requires nothing more than time.\u003c\/p\u003e\n\u003ch3\u003ePROVIDING PERSONALISED SUPPLEMENTARY SKILLS\u003c\/h3\u003e\n\u003cp\u003eAlthough the basic skills needed by a child to learn to read and write are covered in all Reception classes, there are always a group of children who struggle with the pace of learning. This may be due to dyslexic type difficulties, or to a slower rate of learning. It may be due to a child having had absences from school for illness. The Five Minute Box is designed to supplement the teaching of these skills by giving as much time as each child needs to acquire them. The skills are separated into different areas, so that a child can make progress in one area, while still being allowed time to completely master another area at a slower pace.\u003c\/p\u003e\n\u003ch3\u003eMOTIVATION, ORGANISATION AND SELF-HELP STRATEGIES\u003c\/h3\u003e\n\u003cp\u003eMotivation, organisation and self-help strategies are built in to the programme. The recording of progress is shared each session with the child, and progress is divided into small ‘milestones’. These stages can readily be shared with parents and are easily monitored by the SENCO\/ Inclusion Manager and class teacher.\u003c\/p\u003e\n\u003ch3\u003eHEADTEACHERS\u003c\/h3\u003e\n\u003cul\u003e\n\u003cli\u003eStructured ‘Wave 3′ support for Literacy Difficulties from Reception onwards.\u003c\/li\u003e\n\u003cli\u003eSupport that can be provided by Teaching Assistants and monitored by SENCO.\u003c\/li\u003e\n\u003cli\u003eEasily accessed record keeping and no time wasted on photocopying resources.\u003c\/li\u003e\n\u003cli\u003eKnowledge that all children will have complete early phonic knowledge and be able to read numbers.\u003c\/li\u003e\n\u003cli\u003eSystem works alongside and supports any other phonic and Literacy programmes\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch3\u003eCLASS TEACHERS\u003c\/h3\u003e\n\u003cul\u003e\n\u003cli\u003e‘Box’ time is flexible – can be either arranged to fit in with the daily timetable as a regular slot, or used to fit in any extra time available.\u003c\/li\u003e\n\u003cli\u003eAll children go on to the Box on school entry – the more able do so rapidly, others remain and continue support as long as is necessary.\u003c\/li\u003e\n\u003cli\u003eTA time with the Box is structured and does not need daily planning by teacher.\u003c\/li\u003e\n\u003cli\u003eEqually useful for EAL children entering late Infant or Junior classes\u003c\/li\u003e\n\u003cli\u003eFive Minute Box activities provide ‘homework’ designed to consolidate knowledge\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch3\u003eTEACHING ASSISTANTS\u003c\/h3\u003e\n\u003cul\u003e\n\u003cli\u003eMinimal training is required\u003c\/li\u003e\n\u003cli\u003eTeaching Assistants have ownership of provision and progress – providing a valued role for them.\u003c\/li\u003e\n\u003cli\u003eChildren giving cause for concern can be easily referred to SENCO.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch3\u003ePARENTS\u003c\/h3\u003e\n\u003cul\u003e\n\u003cli\u003eParents can be involved at an early stage using easy to follow tasks for ‘homework’.\u003c\/li\u003e\n\u003cli\u003eBox activities allow children to share what they have learned rather than expecting parents to teach them.\u003c\/li\u003e\n\u003cli\u003eAdditional routine practice is beneficial to children.\u003c\/li\u003e\n\u003cli\u003eProgress through The Box is easy to report to, and share with parents.\u003c\/li\u003e\n\u003cli\u003eSupport from home is important for children.  Children are encouraged to share successes.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch3\u003eCHILDREN\u003c\/h3\u003e\n\u003cul\u003e\n\u003cli\u003eBenefit from 1:1 time on a regular basis – ensures against children failing.\u003c\/li\u003e\n\u003cli\u003eAll-important self-esteem is maintained as children see progress on record card and are aware of progress through small steps targets.  Routine is rapidly learned so children work with confidence.\u003c\/li\u003e\n\u003cli\u003eSelf-organisation skills developed.  Suitable for Autistic Spectrum children as the routines are entirely predictable.\u003c\/li\u003e\n\u003cli\u003eAllows children to gain secure phonic knowledge and  literacy skills at their own pace.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch3\u003eEDUCATIONAL PSYCHOLOGISTS\u003c\/h3\u003e\n\u003cul\u003e\n\u003cli\u003eGood tool to recommend for early intervention before the need for an assessment.\u003c\/li\u003e\n\u003cli\u003eGives accurate record of progress over time, rate of progress, amount of progress, identifies areas of relative strengths and weaknesses.\u003c\/li\u003e\n\u003cli\u003eDecreased referrals at School Action Plus\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003ePlus the designer of The Box at the end of the phone to answer any questions!\u003c\/p\u003e\n\u003cp\u003eThe Sounds Board and Keyword Boards are photocopiable so they can be used at home.\u003c\/p\u003e\n\u003ch2\u003eFAQ’S\u003c\/h2\u003e\n\u003ch3\u003e1. 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IS IT REALLY ONLY FIVE MINUTES A DAY?\u003c\/h3\u003e\n\u003cp\u003eYes it can be, and five minutes a day 1:1 is far more valuable and beneficial to a child than 20 minutes a week. The sessions can focus on the sounds board one day and keyword cards the next if there are only a few minutes available – a trained SEN teacher may use it for up to 30 minutes.\u003c\/p\u003e\n\u003ch3\u003e4. HOW LONG DOES IT TAKE TO TRAIN TEACHING ASSISTANTS?\u003c\/h3\u003e\n\u003cp\u003eJane Kendall can travel, within reason, to lead 1-1 1\/2 hour TA training sessions “the best training session our TAs have ever had”.(St Peters, Farnham)\u003c\/p\u003e\n\u003ch3\u003e5. WHY DON’T THE LETTERS ON THE HANDWRITING BOARDS HAVE ‘LEAD-IN’ STROKES?\u003c\/h3\u003e\n\u003cp\u003e‘Lead-ins’ are not, in fact, part of the basic letter shape, they merely take you to the start of each letter. Children who need extra practice to form the root shape of the letter accurately, can be distracted by the lead-ins. 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