MARK CHURCH OF ENGLAND VC FIRST SCHOOL SPECIFIC LEARNING DIFFICULTY (Dyslexia) POLICY November 2015

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1 MARK CHURCH OF ENGLAND VC FIRST SCHOOL SPECIFIC LEARNING DIFFICULTY (Dyslexia) POLICY November 2015 This policy should be taken as part of the overall strategy of the school and operated within the context of our vision, aims and values as a Church of England school. MISSION STATEMENT We aim to secure a happy safe environment where everyone feels valued and is able to reach their full potential. Our planning, based on the National Curriculum and Early Years Foundation Stage (EYFS), is differentiated to meet the specific needs of individuals and groups of children, according to their learning needs. Children may have particular learning requirements either throughout, or at any time during, their school career. Teachers take account of children s needs and, where necessary, make provision to give them additional support to enable them to participate effectively as learners. AIMS AND OBJECTIVES To adhere to the Special Educational Needs Code of Practice, which states that All teachers are teachers of SEN and therefore all teachers provide inclusive teaching. To create an environment that meets the special educational needs of each child. To ensure that the special educational needs of children are identified, assessed and provided for. To make clear the expectations of all partners in the process. To identify the roles and responsibilities of staff in providing for children s special educational needs. To enable all children to have full access to all elements of the school curriculum. This Specific Learning Difficulties policy supports alongside the Special Educational Needs Policy. What is Dyslexia? Definition: 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. 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 co-ordination, mental calculation, concentration and personal organisation, but these are not by themselves, markers of 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 a well-founded intervention. This definition allows for dyslexia to be identified across the range of cognitive ability. However it is recognised that the child/ young person with dyslexia can demonstrate marked differences between their attainments and their skills in different areas particularly oral versus text based skills- and that recognising the learner s strengths can increase their success and engagement with learning. The decision that a child/young person has Dyslexia is essentially a professional judgement based on this working definition. The working definition also highlights the importance of early identification and on-going monitoring and assessment of children//young people experiencing Specific Learning Difficulty Policy November

2 specific learning difficulties. This is essential to ensure appropriate interventions are put into place, which enable progress. How can we tell who has Dyslexia? The term dyslexia can be used to describe a child/ young person s learning difficulty when it fulfils the working definition of dyslexia adopted as part of these guidelines. It will also require assessment to be made of the severity and persistence of the child/ young person s learning difficulty with word reading and/or spelling and the identification of accompanying difficulties, where these are present. Severity is a measure of the nature and extent of the pupil s learning difficulty, while persistence is a measure of the duration of the difficulty in response to appropriate thorough learning opportunities and support offered to the pupil over time within the school and home. Both severity and persistence need to be assessed within the context of the overall development and understanding of the child/ young person. Assessments of severity can be made by reference to results in: Standardised literacy tests Curriculum assessment Diagnostic and observational assessment Assessment of persistence can be made by reference to The quality of inclusive class teaching and class support Duration, appropriateness and thoroughness of Wave 3 interventions Background factors which could impact on literacy learning How are Dyslexics provided for at Mark C of E Church School? Through effective provision planning, during termly Pupil Progress Meetings (following termly assessments) and termly Individual Learning Plan reviews, Mark C of E First School aims to ensure that pupils with dyslexia are supported. We are working towards the Inclusive Dyslexia Friendly School status award. Pupils with dyslexia are supported by: A whole school approach An appropriate curriculum Flexible support Opportunities to celebrate success Close links between home and school Opportunities for the student to increase their understanding of the nature of their learning difference and the opportunity to say what works for them Targeted interventions These targeted interventions are organised in a variety of ways including: The use of teaching techniques to maximise including and access to the curriculum ie. A dyslexia friendly classroom environment Targeted small group work delivering support for areas of weakness in the learning profile One to one sessions to provide intensive programmes A full range of classroom strategies and relevant teaching aids can be found in appendices 1 and 2. Raising Self-esteem Mark C of E First School recognises the particular links there can be between dyslexia, low self-esteem, and the development of emotional and behavioural difficulties in some children/ young people. We see an entitlement to early and effective support in overcoming the barriers to achievement presented by dyslexia as essential in securing children/young people s social and emotional adjustment, as well as their measured attainment. Specific Learning Difficulty Policy November

3 The involvement of outside agencies Dyslexia is one of the most fundamental barriers to achievement for children/ young people at school. It affects children/ young people from all abilities and social classes and from all linguistic backgrounds. To support the school in meeting each student s needs help and advice can be obtained from the Local Authority Learning Support Team, which can provide the following services: Support schools with the implementation of strategies that enhance the inclusion of pupils with Specific Learning Difficulties and Specific Language Impairment. This involves work with individuals and groups of pupils and collaboration with key staff in the school and parents / carers. Offer training and support in appropriate literacy programmes which meet criteria for a wave 3 intervention. Advise school on appropriate intervention programmes including the use of ICT and effective software. Offer training to schools that contribute to the continuing professional development of all school staff and which builds the skills and knowledge of teachers in their work with children/ young people with Specific Learning Difficulties and Specific Language Impairment. Support in schools in achieving Inclusive Dyslexia Friendly Status. Have close links with the speech and Language therapy and Occupational Therapy services through our service level agreements. Contribute to the development of local initiatives through collaboration and partnerships in multi-agency groups. Work in partnership with parents and other professional and voluntary agencies to fulfil the aims of the Children and Young People s Directorate. Maintain a specialist knowledge base and undertake relevant research to further develop the Somerset provision for children and young people with Specific Learning Difficulties, (Dyslexia). Other Local Authority Local Service Support teams which may be involved are: Educational Psychology Service Social, Emotional and Behaviour Support Service Sensory/ Physical Impairment & Medical Service Autism Service Specific Learning Difficulty Policy November

4 Appendix 1: Dyslexia Friendly Strategies Spelling Use vocabulary lists (preferably with symbols) Praise attempts which show emerging awareness Positive marking in line with the school marking policy Use the Look, read, trace, cover, write, check method to practise spellings Practise making words with plastic letters and other kinaesthetic resources Explore patterns and rhymes in words 4 Square Game (fold A4 paper into 4 in the first box trace over a cursive version of the words, in the second box copy out the word (cursive), in the third box write the word without copying, lastly write the word (cursively) wearing a blindfold) Use mnemonics Use syllabification Investigate words within words Explore funny pronunciation Explore using the boxes font Use computer programmes such as Clicker 6 to provide word list. Use games such as Wordshark and Nessy to help teach targeted spellings Visual methods Highlight vowels/spelling patterns Use picture cues on word sheets and around the class Display keywords Use a pastel background on interactive whiteboards and avoid writing in black on white Avoid cluttered worksheets, boxes can help to organise work Encourage alternative recording ie. flow charts, mind maps, pictorial etc. Use writing frames and provide word lists (alphabetically and in vertical lists) Provide worksheets on pastel coloured paper Colour code classroom signs and ensure clear labelling Enlarge text/use double line spacing Provide a clear view of the board but do not expect the child to copy from the board Consider using a writing slope Try writing on alternate lines Auditory Strategies Make sure that the pupil can hear you Use the pupil s name before instructions to tune them into the task Get children to retell instructions to the class/ a partner before commencing work Keep instructions short and clear Allow thinking time before expecting an answer Support with visual cues Kinesthetic Strategies Demonstrate/ model skills Demonstrate prepositions i.e. up, down Indicate left/right Encourage tracing over spellings Teach through games where possible and if appropriate Use pencil grips, specialised pens etc with different grips/ thicknesses to suit the individual Encourage familiarity with ICT Specific Learning Difficulty Policy November

5 Appendix 2 Dyslexia Friendly resources available in school Specific Learning Difficulty Passport including identification checklist, family history, dyslexic wheel and assessment information. Clicker 6 Text to Speech on KS2 computers Coloured whiteboards Coloured reading ruler overlays Coloured photo copying paper Coloured writing books Sloped writing boards Triangular writing pencils Pencil grips Coloured backgrounds for use on interactive whiteboards Oxford Owl reading books (online) Wordshark Numbershark ILI materials and trained staff ELS materials and trained staff Phonic games and activities Nessy computer software in the cabin resource base Write form the start programme To be reviewed October 2016 Specific Learning Difficulty Policy November