How should proofreading be taught to pupils who do not notice their own errors?

Model a single check

Use a short anonymous example and think aloud while checking sentence endings. Show how to spot a likely boundary and read the sentence again; do not ask for spelling, punctuation and content checks simultaneously.

Move to the pupil's writing

After a brief pause, let the pupil read one sentence aloud or use text-to-speech. Ask them to point to the place needing attention before an adult supplies a correction. Introduce a second check only when the first is usable.

Look for independent corrections

Keep an original and revised sample and note which errors the pupil found without a cue. A realistic initial goal might be checking three sentence endings, rather than finding every mistake. If errors remain invisible, reteach the relevant convention with examples.