A step-by-step systematic synthetic phonics and multi-sensory language programme. For students with dyslexia or those looking to boost reading & spelling.CodeBreakers®... more than just phonics Find out more
CodeBreakers® is more than simply phonics. It focuses on multi-sensory learning opportunities and over learning, to ensure learning ‘sticks’. CodeBreakers® works on learning patterns through logic, word morphology, language, vocabulary and analytical skills. It develops transferable skills and creates learners who are independent and confident.
CodeBreakers® can be used with students of all ages; primary, secondary and post-16.
It has been found to be successful and engaging for all ages.
Georgina is not only a warm and friendly Tutor but she’s also extremely knowledgeable and passionate about helping children and adults with Dyslexia. Her approach is methodical, engaging, and (most importantly for our 7-year old son) FUN! In a relatively short period of time, our son has come on incredibly well and we have no doubt that this is due to Georgina and her dedication – Thank you!
Georgina always makes learning engaging and full of games. Tasks are tailored to her needs and pitched at a challenging level. Language has been explained and broken down so that she understands, possibly for the first time. My daughter is now enjoying regular lessons. I can already see improvements, yet it is still very early days. Georgina is very thorough and professional in her approach and for the first time I feel supported and positive about my daughter’s educational journey.
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CodeBreakers® Success Stories
Since leaving school I got a place at the local football team academy. It was a two year course and I now play and train in semi professional football and completed a Level 3 Diploma in Sports and Coaching. I worked part time saved and bought my first car and passed my driving test. After finishing my diploma I decided I wanted a full time job. I was successful at interview working for a large leisure company and now work full time in housekeeping and maintenance”
Student, Staffordshire, Age 18
“After leaving school with a negative view of education I later went on to work in the Youth Service. I’ve worked for many years as volunteer with St John’s Ambulance and as an instructor. I have also worked as an ambulance technician for many years. I’ve just been accepted to university for the first time to train as a paramedic”.
Mature student, Staffordshire, Age 47
Our working mum in Derbyshire had been attending adult education but wanted a more personal approach to learning. Her aim was to be able to support her child with reading and spelling, once they became of school age. She’s now writing more complex sentences and reading with good flow and is passing on good skills for reading and spelling development.
Working Mum, Derbyshire, Age 37
“I’ve successfully completed GCSEs which has now led to a Foundation Diploma in Art after completing the first year of a BTEC with a double star distinction and year 2 with a B. I’m now looking to complete further study in surface pattern design and completed work experience in 2 of the top pottery manufacturing companies in Stoke.
Student, Staffordshire, Age 18
“My GCSEs results were much higher than anticipated which resulted in attending Level 3 Sport Course at College, I’m now in year 2 and considering apprenticeship options”.
Student Staffordshire Age 17
“At the moment I am looking at post-16 options and considering a BTEC in Law and an additional accountancy course”.
Student, Staffordshire, Age 15
“Since leaving school I’ve been working in part time jobs while continuing to study. Now I’m in an excellent full-time job formally training as an Engineer in the career I always wanted”.
Student, Staffordshire, Age 19
The CodeBreakers® Pilot Study of the Effectiveness of a Systematic Synthetic Phonics Programme in Schools
September 2018 – June 2019
– SUMMARY OF FINDINGS –
**Following 16-20 weeks (1 hour per week) intervention
– Where speed of reading and spelling have decreased a direct correlation in an increase in accuracy can be seen –
MID TERM STATISTICS – MARCH 2019
Students who increased their single word reading accuracy
Students who increased their ability to decode non-words