Hi - retired primary TA here:
I have looked at your previous MN queries, via Search, including references to Totnes and Dartington.
You do seem to be in a rather difficult situation, and some of your posts are confusing:
Am I correct in thinking one child is due to go into Yr4, but is probably working about two years behind, having been home schooled? You also mention sensory problems, but (I think) didn't clarify exactly what.
A second child is due to start Reception.
Somewhere there is also a mention of a third child, but age not specified?
To get you started on Phonics and reading:
look in MN Book Reviews area, "Children's educational books and courses" section. There you should find the Oxford Phonics Spelling Dictionary, and a link to show you sample pages from it. For a child who is behind in reading, this is probably one of the best books to help them, and it goes right up to secondary level. I assume you do not personally have much experience in Phonics, and how reading is currently taught; there are however, plenty of 'threads' in MN Primary Ed, and one of the most experienced and knowledgeable teachers is mrz.
For help with numeracy, I offer the following:
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Practical things are best for grasping number concepts - bricks, Lego, beads, counters, money, shapes, weights, measuring, cooking.
Do adding, taking away, multiplication (repeated addition), division (sharing), using REAL OBJECTS as just 'numbers' can be too abstract for some children.
Number Bonds of Ten forms the basis of much maths work, so try to learn them. Using Lego or something similar, use a LOT of bricks (of just TWO colours, if you have enough) lay them out so the pattern can be seen of one colour INCREASING while the other colour DECREASES. Lay them down, or build up like steps.
So:
ten of one colour none of other
nine of one colour one of other
eight of one colour two of other
seven of one colour three of other
etc, etc
then of course, the sides are equal at 5 and 5; after which the colours 'swap over' as to increasing/decreasing.
To learn TABLES, do them in groups that have a relationship, thus:
x2, x4, x8
x3, x6, x12
5 and 10 are easy
7 and 9 are rather harder.
Starting with TWO times TABLE, I always say: "Imagine the class is lining up in pairs; each child will have a partner, if there is an EVEN number in the class. If one child is left without a partner, then the number is ODD, because an odd one is left out."
Use Lego bricks again, lay them out in a column of 2 wide to learn 2x table. Go half way down the column, and move half the bricks up, so that now the column is 4 bricks wide. That gives the start of 4x table.
Then do similar things with 3x and 6x.
With 5x, try and count in 'fives', and notice the relationship with 'ten' - they will alternate, ending in 5 then 10.
It is important to try and UNDERSTAND the relationships between numbers, and not just learn them 'by rote'.
I am sorry it seems complicated trying to explain these concepts, but using Lego or counters should make understanding easier.
An inexpensive solar powered calculator (no battery to run out!) can help learn tables by 'repeated addition'. So: enter 2+2 and press = to give 4. KEEP PRESSING = and it should add on 2 each time, giving 2 times table.
There are good web sites, which can be fun to use :
//www.ictgames.com/
//www.resources.woodlands-junior.kent.sch.uk/maths/index.html
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PS: As people on other 'threads' said, try CAB, or other local support groups, as it is obviously very hard or you to resolve all these difficulties at once, on your own. Come back if you want any other clarification.