Contents. Foreword 2. Who is the policy for? 4. National Initiatives 4. Policy Framework 5

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1 Contents Foreword 2 Who is the policy for? 4 National Initiatives 4 Policy Framework 5 The North Somerset View What are Specific Learning Difficulties? How do we support children with Specific Learning Difficulties? 5 6 The roles of the professionals around the pupil 8 Links with other services 13 Non-statutory and voluntary agencies 13 Partnership with parents 14 Acknowledgements 16

2 Foreword This policy was originally developed in 2005, in response to North Somerset schools asking for policy guidance and practical, user friendly resources to support schools in working with pupils with Specific Learning Difficulties This policy uses the term Specific Learning Difficulties to describe a combination of strengths and weaknesses which can affect the learning process. Specific Learning Difficulties encompass difficulties with reading, spelling and writing (dyslexia), difficulties with numeracy (dyscalculia) and difficulties with coordination (dyspraxia). A child with Specific Learning Difficulties could have difficulties in one or any combination of these areas. In this policy we recognise that all Specific Learning Difficulties can seriously hinder pupils learning, confidence, self-esteem and engagement with school. We also recognise, however, that dyslexia and literacy difficulties are the main focus in schools because of the key role that reading and writing have in accessing information and demonstrating knowledge and understanding. The 2009 Rose Report into dyslexia and literacy difficulties found that children and young people with dyslexia were disadvantaged within schools because: so much depends on being able to read to learn that the overall educational progress of such children is seriously hampered with worrying consequences for gaining qualifications and for their life chances. (Rose, 2009) In addition, children and young people providing evidence to Rose reported being ridiculed and bullied because of their reading difficulties, (Rose, 2009), thus suffering additional damage to their self-esteem and inclusion within school. North Somerset Local Authority (LA) sees 'dyslexia friendly' schools as a way to improve the experiences and learning of children with Specific Learning Difficulties, as well as having benefits for other children. The Rose Report also found that the same interventions were effective for dyslexia and for other literacy difficulties. Dyslexia is a continuum, with no clear cut off points, but the percentage of the population severely affected by dyslexia has been estimated as ranging between 4% and 15%. In 2009, 20% of Year 6 pupils did not attain level 4 for English, and this is likely to have a significant impact on their success at secondary school. It is important that we focus on the inclusion and learning of this group of pupils, differentiating for them rather than seeing them as having something 'wrong' requiring specialists. a focus on identifying weaknesses rather than celebrating strengths... can result in an emphasis on remediation by specialists rather than resolution by knowledgeable class and subject teachers... this places 2

3 responsibility for remediation on the SENCo and diverts attention away from the mainstream classroom which is, after all, the place where dyslexic students spend most of their time. (Dyslexia Friendly Schools pack, BDA) This is not to say that pupils with dyslexia will not find it hard to learn some skills, or that they will not need additional intervention, but that we need to adjust our approach across schools because: Recent Research Teaching harder does not address persistent learning difficulties, though teaching differently does. The most effective response to persistent difficulties is to acknowledge that if they don t learn the way we teach them, we must teach them the way they learn. (Dyslexia Friendly Schools pack, BDA) Recent research has given us clear information about how to teach literacy skills successfully and what interventions are helpful if children do not make progress in the expected way with this teaching. This policy sets out a framework for making use of our current understanding of Specific Learning Difficulties and the accompanying guidance sets out practical, evidence based ways of implementing the framework. The key steps are: Staff and parents who are well informed and confident about Specific Learning Difficulties, supported by dyslexia friendly policies and practices across the school Good assessment for learning, tracking of progress and tight monitoring by class teachers, who keep parents/carers well informed and involved Assessment leading to intervention, using the Waves of Intervention model. The SENCo can help support this, and parents/carers must be involved, under the Code of Practice for SEN (2001) Monitoring of intervention to judge its effectiveness, then adjusting to maximise progress. If progress is not being made then: Involvement of further support and advice, either through the Inclusion Advisory Team (IAT), Educational Psychology Service or through teachers with specialist qualifications. An updated resource pack for dyslexia accompanies this policy. The original resource pack for dyscalculia has been retained. Dyspraxia guidance has not yet been produced. 3

4 Who is the policy for? This policy has been written to provide teachers and staff working in schools with a framework within which Specific Learning Difficulties (dyslexia and dyscalculia) can be supported within mainstream and special schools. Parents, children and young people and governors and governing bodies may also find the document useful. The policy should also support schools in their duties under the Code of Practice for Special Educational Needs (SEN) and under the Disability Discrimination Act (DDA). A Specific Learning Difficulty, where it has a substantial and long term impact on day to day activities, is recognised as a disability just as any other physical impairment. National Initiatives This policy has been written to take into account national initiatives and guidance including: SEN Disability Act 2001, including SEN Code of Practice (2001) SEN Excellence for All. Data Collection by Type of SEN: Guidance 2003 (LEA/0200/2003) Excellence and Enjoyment: Supporting School Improvement (DfES/0377/2003) Department for Education and Skills: Five Year Strategy for Children and Learners 2004 Removing Barriers to Achievement: The Government s Strategy for SEN 2004 Every Child Matters Change for Children The Disability Discrimination Act, 2005 Inclusion Development Programme (IDP) dyslexia and speech, language and communication needs (SLCN) 2008 DCSF Identifying and Teaching Children and Young people with Dyslexia and Literacy Difficulties 2009 An independent report from Sir Jim Rose (DCSF) Progression Guidance ( ): Improving Data to Raise Attainment and Maximise the Progress of Learners with SEN, Learning Difficulties and Disabilities Lamb Inquiry improving parental confidence in the SEN system (2010) 4

5 Policy Framework The recognition, identification, assessment and support for children who are experiencing Specific Learning Difficulties (dyslexia and or dyscalculia) continue to be key in the provision for pupils with SEN in schools across North Somerset. The Rose Report notes the difference that the well-structured teaching of reading has made in many primary schools and advocates the approach of the 'Simple View of Reading', arising from the Independent review of the teaching of early reading (DfES 2006) and the three Waves of Intervention promoted by the National Strategies. These also provide a sound framework within secondary schools. In North Somerset, further guidance and support can be sought from the Inclusion Advisory Team (IAT) and the Educational Psychology Service (EPS) so that effective, research based practice is used to increase the achievement of pupils with Specific Learning Difficulties (dyslexia and dyscalculia). The North Somerset View What are Specific Learning Difficulties? This policy concentrates on two areas of Specific Learning Difficulties and accepts the terms dyslexia and dyscalculia. There has been much research on dyslexia, beginning in 1877! Dyslexia was first described as "congenital word blindness" and later (1920) as a "specific reading difficulty". Pumfrey and Reason (1991) reported, a plethora of ambiguous terms purport to clarify the situation". There has also been much debate over the last few years as to whether children and young people with global learning difficulties or sensory impairment can also be described as experiencing dyslexic or dyscalculic difficulties. In North Somerset, we are committed to ensuring that all children, irrespective of sensory or other learning difficulties, who are experiencing problems in learning to read, write and spell or develop numeracy skills are able to access appropriate inclusive and differentiated teaching approaches. The aim is always to raise achievement. The long history of this spectrum of difficulties and the debate about specificity has resulted in a number of definitions. In June 2009, the Department for Children, Schools and Families (DCSF) published Sir Jim Rose s independent report on the teaching and identification of children with dyslexia and literacy difficulties. The review constructed the following working definition of Specific Learning Difficulties and its characteristics and it would be appropriate for this to be the definition used across North Somerset. 5

6 Definition of dyslexia This working definition of dyslexia is taken from the Rose Report 2009: Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed Dyslexia occurs across the range of intellectual abilities It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points Co-occurring difficulties may be seen in aspects of language, motor coordination, mental calculation, concentration and personal organisation but these are not, by themselves, markers for dyslexia A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention. The definition of dyslexia put forward by Rose has been accepted by the major dyslexia organisations. North Somerset LA welcomes this definition because it is inclusive, considers dyslexia as a continuum and encompasses key characteristics. How Do We Support Children with Specific Learning Difficulties? There is a range of provision and support available to children and young people in North Somerset of all ages who are experiencing Specific Learning Difficulties. As these children and young people face these difficulties at school, in the home and in the community, the support offered requires close partnership and collaboration between schools, parents, the LA and voluntary groups that have the appropriate expertise and knowledge. The following section sets out a framework for support, using the provision wheel and then details about the role of key school staff, Local Authority services and others. 6

7 Provision Wheel 7

8 The roles of the professionals around the pupil The role of the Class Teacher All teachers will have children or young people in their classes who are experiencing Specific Learning Difficulties. "All teachers are teachers of children with Special Educational Needs". (Special Educational Needs Code of Practice, DfES 2001) The Rose Report recommends class teachers 'notice individual differences and adjust their teaching. They will also be aware of the possibility that some children may have dyslexia'. Class teachers have a responsibility to: Plan provision for those children who have been identified as having Specific Learning Difficulties Choose appropriate learning objectives which challenge and support all pupils Manage access strategies and vary teaching styles to support the unique learning profile of each child Plan for children with Special Educational Needs during the literacy and numeracy sessions Work with parents to keep them informed of the strategies and approaches being used Liaise with colleagues, e.g. SENCos and external professionals, to ensure that practice and provision is appropriate Maintain professional knowledge and understanding of inclusion for pupils with Specific Learning Difficulties, for example through the Inclusion Development Programme. The role of the Special Educational Needs Co-ordinator The SENCO has a crucial role to play in determining, managing and influencing support for children with SEN within the school. Many of the children who are identified through the Code of Practice will indeed be presenting with literacy as their main focus of difficulty. 8

9 The SENCo has the main responsibility to: Co-ordinate provision for children with Special Educational Needs including Specific Learning Difficulties Liaise with and advise school staff on assessment of difficulties and the response to interventions put in place. The focus on this in the Rose Report is 'to plan further teaching in the expectation that it will significantly advance the child's progress'. SENCos may work with specialist teachers, and consider whether a child 'appears to have dyslexic difficulties', but 'it should be stressed that this is not a formal identification' Manage teaching assistants who should also have access to suitable training in the areas of Specific Learning Difficulties Monitor and ensure the progress of children with Specific Learning Difficulties (Progression Guidance ) Oversee Individual Education Plans, provision mapping and assessment for learning records for all children with Specific Learning Difficulties Meet and liaise with parents who are concerned about their children s development with literacy, in line with the SEN Code of Practice (2001), Rose Report (2009) and Lamb Inquiry (2010) Remain up to date in current approaches to support children with Specific Learning Difficulties and contribute to training for staff in ensuring classroom staff are also aware of these developments Consult with external agencies including the Inclusion Advisory Team and Educational Psychology Service, colleagues from the Local Primary Care Trust and voluntary bodies who may be working to support children with Specific Learning Difficulties. The role of the Headteacher Has responsibility for ensuring that provision for all children with SEN/disabilities, including Specific Learning Difficulties is in place Keeps the Governing Body fully informed and works closely with the school's SENCo and their team. Seeks out and shares best practice within the school, with other schools and within the LA Ensures adequate provision of resources for children with Specific Learning Difficulties based on need and curriculum access. Ensures that children and young people with Specific Learning Difficulties make progress against agreed targets (Progression Guidance ) Monitors teaching and learning for children with SEN, including Specific Learning Difficulties, through the Senior Leadership Team Promotes a positive ethos of inclusion within the school and community Ensures teaching and non-teaching staff have access to good quality training to support their understanding of Specific Learning Difficulties. 9

10 The role of the Governing Body The school Governors have a specific responsibility to ensure: That the policy for SEN is in place and effective within the school and to evaluate its impact with reference to Specific Learning Difficulties That provision and resources are effectively allocated and distributed across the school That monitoring is implemented appropriately That children and young people with SEN join in all the activities of a school, together with children who do not have SEN and that 'reasonable adjustments' are made so that children with SEN/disabilities are able to access activities, even when this means treating disabled pupils 'more favourably' than non-disabled pupils. That they report to parents on the implementation of the school s SEN policy. The role of the LA North Somerset Council is committed to a continuum of support in order to meet the needs of children and young people with Specific Learning Difficulties, including both dyslexia and dyscalculia. The continuum of support naturally will start within the school. The Inclusion Advisory Team has drawn up an action plan to address recommendations arising from the Rose Review (2009) including associated aspects of the Lamb Inquiry (2009). Focus areas are: To work with schools to establish procedures for identifying and supporting pupils with dyslexia and significant literacy difficulties within the context of the school for monitoring High Quality Wave 1 literacy teaching in line with the Simple View of Reading To work with schools to strengthen teaching and learning for children and young people with literacy and dyslexic difficulties and advise on high quality interventions To produce refreshed training programmes for staff in schools incorporating national developments and recommendations To revise the policy and practice guide for Specific Learning Difficulties in North Somerset to produce updated materials promoting best practice The outcomes should help to provide schools and families with a more coherent model of the graduated response, in line with the national recommendations, for 10

11 meeting the needs of children with dyslexia and significant literacy difficulties. In turn, this should serve to increase parental confidence in the systems for the identification of need and provision in place for their children. Core Special Educational Needs Funding In April 2001, North Somerset LA delegated 50% of the funding for meeting the needs of children with significant SEN directly to schools. This was done to ensure schools have the flexibility to plan ahead to meet the needs of pupils with Specific Learning Difficulties, Moderate Learning Difficulties or Speech and Language Difficulties. Schools are expected to meet the needs of pupils with Specific Learning Difficulties from within this delegated SEN budget, alongside support, advice, and training from the Inclusion Advisory Team and the Educational Psychology Service. The role of the Inclusion Advisory Team The Inclusion Advisory Team (IAT) forms part of the Complex Additional Needs Service (CANs) and has a key role to play in supporting schools in their provision for children and young people with Specific Learning Difficulties. This includes literacy and numeracy. Requests for consultation can be made via Consultation Planning Meetings (CPMs) or via the Statutory and Complex Issues Panel (SCIP). Advisory Teachers have significant experience and have undertaken additional training and/or qualifications in the area of Specific Learning Difficulties. They are able to support schools in the most effective ways of identifying, assessing and planning provision for children with Specific Learning Difficulties. Members of the team are committed, through their own professional development, to continue to offer the most up-to-date understanding of the areas of and research into Specific Learning Difficulties. The teams are able to offer: Support through the Local Authority dyslexia network Support and assistance in identification of children at risk of experiencing Specific Learning Difficulties. Schools may ask for advice on the range of assessment tools and approaches that are available. Members of the Inclusion Advisory Team have played a significant role in producing a resource pack that includes information on assessment which accompanies this policy. Advice on provision mapping, access to suitable resources and consultation on teaching approaches Advice on provision planning where the child s difficulties are complex and may be associated with other needs 11

12 Help in the review of progress and target setting for children and young people with Specific Learning Difficulties. Training to school staff and other professionals Support and advice to parents. Special arrangements for public examinations e.g. SATs, GCSEs are normally coordinated by the school and are required to be based on a profile of the pupil s difficulties gathered by the school over time, and on a history of the support offered by the school. The Inclusion Advisory Team is not routinely involved. The role of the Educational Psychology Service The North Somerset Educational Psychology Service recognises the impact that Specific Learning Difficulties can have and that without assessment and intervention it can lead to additional difficulties with self-esteem, frustration, behaviour and disengagement with school. Children can have Specific Learning Difficulties alongside other Special Educational Needs and most pupils will be well supported through the Waves approach and effective intervention within school. When additional support is needed the service focuses on: Support to parents/carers, pupils and school staff in complex situations, for example when children have Specific Learning Difficulties alongside other needs Advice to school staff on identification and intervention for Specific Learning Difficulties after Wave 3 school interventions have been implemented and progress evaluated Support to schools on developing effective dyslexia, dyscalculia and dyspraxia practices, in conjunction with IAT colleagues Dissemination of current research to schools and at local authority level through training or briefings Work at strategic level, for example, working parties to develop guidance The role of Private Educational Psychologists We are aware that sometimes parents choose to have a private Educational Psychologist assessment, and that a 'diagnosis' of Specific Learning Difficulties may be made from this, along with recommendations for intervention. We would aim, however, for parents/carers to feel confident and well informed about how their child's needs have been appropriately identified within school. Parents/carers need to be confident that this has led to effective, evidence based intervention, using the Waves of Intervention model. If difficulties persist despite Wave 3 intervention then parents/carers and school staff can draw on additional support and advice from the LA or suitably qualified staff within their school or cluster. 12

13 Information in private Educational Psychologists reports is often very detailed but can be limited by a lack of focus on what the child can do in school. Likewise, cognitive assessments provide interesting information but are limited by being a 'one off assessment' that could be affected by factors such as how well a child was feeling and how comfortable they were with the assessment. Information gathered in school has the advantage of being over time and from a range of real life situations. The key from any assessment is always what intervention it leads to. School staff are in the ideal position to discuss, with LA support staff, what intervention would be needed and how it could be implemented within their own school context. Links with Other Services The Inclusion Advisory Team and the Educational Psychology Service work closely with colleagues across the Local Authority. This includes: The Learning Team Speech and Language Therapy Service Other teams from the Complex Additional Needs Service (CANS), e.g. SEN Team Education Welfare and Locality Teams Other health professionals from the Primary Care Trust (PCT). Non-Statutory & Voluntary Agencies North Somerset welcomes the involvement of non-statutory and voluntary agencies in the identification and support of children with Specific Learning Difficulties. An example of partnership in action is the Portishead Nautical Trust. Wherever possible, children and young people should not miss schooling, especially literacy sessions, in order to attend external provision. North Somerset remains committed to a graduated approach to meeting the additional needs of pupils with dyslexia and significant literacy difficulties. The role of the Portishead Nautical Trust DYSLEXIA ACTION, formerly The Dyslexia Institute, was founded in 1972 to provide for the educational needs of dyslexic people of all ages. Dyslexia Action at Bristol has teaching centres at Downend and Portishead. The outpost in North Somerset is based at St Barnabas Children s Centre, Portishead. In addition to providing tuition, DYSLEXIA ACTION provide a wide range of services. Further information is available from the website 13

14 The Dyslexia and Dyspraxia Association (DADA) U.K. In association with DANS Dyslexia Association of North Somerset This is a voluntary group which aims to provide support for individuals of all ages with dyslexia and/or dyspraxia. In addition, the group seek to help those who support them, for example, parents and teachers. Further information is available from the website Partnership with Parents Parents play a crucial role in the identification and support of children and young people with Specific Learning Difficulties. North Somerset LA welcomes the recommendations made in the Rose Report (2009) and the Lamb Inquiry (2010) and remains committed to promoting and implementing their findings. Views of parents have been sought in the development of North Somerset s policy and we are determined to continue to work closely with parents to ensure that our provision and service delivery continues to improve. Schools have a duty to inform parents if there is emerging evidence that their child has special educational needs including Specific Learning Difficulties. We encourage parents to contact schools if they believe their child is experiencing difficulties with any aspect of literacy or numeracy. There is information on our website ( for parents about the Local Authority s support for children with special educational needs including Specific Learning Difficulties. The accompanying resource pack for Specific Learning Difficulties will also be available on line on the Inclusion Advisory Team web pages of the North Somerset website ( services+and+teams/complex+additional+needs+service/inclusion+advisory+team. htm). Parents are also supported through: Dyslexia Action ( British Dyslexia Association ( The Dyslexia & Dyspraxia Association (DADA) ( ) Supportive Parents for Special Children (SPSC) The LA is supportive of these groups and intends to continue to work in partnership with them. It values the contribution each group makes in raising awareness of the complex issues that surround Specific Learning Difficulties. 14

15 The role of Supportive Parents Supportive Parents is a parent-led organisation providing the Parent Partnership Service for Bristol, South Gloucestershire and North Somerset. This service is confidential and provides independent parental support to parents of children with Special Educational Needs. The service offers information and support by means of a telephone information and support line, face-to-face support at meetings and help with written information, to enable parents to play a more active and informed role in their child s education. Supportive Parents encourages partnership between parents and professionals and give feedback about services to education providers. Information & Support Line: Admin./Fax: E.mail: mail@supportiveparents.org.uk Website address: 15

16 Acknowledgements 2010 Update Inclusion Advisory Team Kathryn Davis Angela Gibson Max Pick Jo Sinclair Advisory Teacher Advisory Teacher Administrator Administrator Educational Psychology Service Jenny Maxwell Senior Educational Psychologist The Learning Team Penny Boardman Learning and Teaching Adviser Voluntary Organisations Maggie Potter Sue Bond Supportive Parents Dyslexia and Dyspraxia Association 16

17 Acknowledgements (2005) We would like to extend our grateful thanks to the North Somerset Dyslexia Working Group, on whose knowledge and expertise the original policy was drawn. This has included the following people: Voluntary Services & Agencies Richard Phillips David Walker Marjorie Haynes Wendy Perry Dyslexia Across North Somerset (DANS) Headteacher Edington & Shapwick School (Independent Sector) Senior Teacher, Dyslexia Institute/Portishead Nautical Trust Dyslexia Tutor, Weston College/Private Tutor Health Services Dr Jane Stewart Sara Honey Maggy Williams Community Paediatrician, Weston Area Health Trust Speech & Language Therapist, Weston Area Health Trust Occupational Therapist, Weston Area Health Trust Schools Angela Lockyer Susan Bateson-Winn Linda Gibson Jenny Ford Special Educational Needs Co-ordinator, All Saints East Clevedon Primary School Learning Support Assistant, Mead Vale Primary School Support Teacher, Churchill Community School Support Teacher, Backwell Community School LA Christine Wise Ann Brook David Jenkins Maggy Brett Deborah Shepperd Angela Gibson Margaret Fraser Assistant SEN Manager, North Somerset LEA Senior Educational Psychologist, North Somerset LEA Educational Psychologist, North Somerset LEA Educational Psychologist, North Somerset LEA Advisory Teacher, Learning, Language & Communication Team, North Somerset LEA Advisory Teacher, Learning, Language & Communication Team, North Somerset LEA Advisory Teacher, Learning, Language & Communication Team, North Somerset LEA 17

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