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What should we do when phonics hasn’t unlocked reading for a child?

In this video, I reflect on a question many teachers quietly struggle with:
What happens when phonics genuinely hasn’t worked...despite time, effort, and repetition?

This isn’t about dismissing phonics. It is an important tool.
But it isn’t the only route into reading, especially for older learners, children with SEND, or pupils learning English as an additional language (EAL).

Drawing on my experience teaching in UK primary schools and in multilingual contexts, I explore:

why phonics doesn’t work for every learner

why repeating the same approach isn’t always support

how reading is a meaning-making process, not just decoding

why handwriting, fluency, and understanding matter more than we sometimes realise

I also share a real classroom moment from a UK primary school that made me stop and reflect on how easily systems can miss the learner in front of us.

This video is for:

primary teachers

ECTs

teachers supporting EAL learners

literacy leads

anyone working with children for whom phonics hasn’t unlocked reading

💬 Reflection question:
Have you taught a child for whom phonics didn’t work? What did you notice helped instead?

If this resonates, you may also enjoy my newsletter and resources at
👉 https://www.enriching-elt.com

00:00 When phonics hasn’t worked
00:40 Why this causes anxiety for teachers
01:22 Teaching reading without phonics (Portugal experience)
01:58 Learners phonics doesn’t always suit
02:36 Reading as meaning-making
03:10 A UK primary SEND classroom moment
04:40 Handwriting as a support for reading
05:15 Final reflection

#Reading #Phonics #EAL #PrimaryTeaching #Literacy #SEND #TeacherCPD