Objectives
To help dyslexic pupils to access the curriculum
most effectively, to fulfil their potential and
to experience success, thus enhancing their self-esteem. |
Admission Arrangements
The School encourages applications from pupils with
mild to moderate dyslexia. There is one Learning Support
Teacher, Mrs Mavis John, who is trained to deal with
the needs of such pupils but there are no specialist
skills available to offer to those with other diagnosed
learning problems. Parents of children with particular difficulties should make
these known to the School at the time of application.
Identification and assessment
Pupils who have already been diagnosed as dyslexic
before joining the School are immediately identified
by the Learning Support Teacher from information submitted
by parents and Primary Schools, in particular Educational
Psychologist assessments or reports from specialist
teachers. The
Learning Support Teacher will contact parents in the
summer term prior to entry and, if individual support
is requested, will use the available information to
draw up an individual support plan for each dyslexic
pupil.
Pupils who have not been diagnosed as dyslexic but
who cause concern will be referred to the Learning
Support Teacher as early as possible. Referral
can come from a variety of sources:
· Subject
teacher request
· Pupil
self-request
· Parental
request
· Following
information from the pupil’s previous school.
The Learning Support Teacher will take the following
steps as necessary:
· Further
liaison with Primary School and parents
· Monitoring
with subject teachers
· Screening
pupil for indications of dyslexia
· Starting
individual support
· Recommendation
for referral to Educational Psychologist or other appropriate
professional.
Provision
i) Individual Support
Dyslexic pupils in Years 7, 8 and 9 who receive
individual Learning Support are withdrawn from one
lesson each week on a rotational basis so that the
individual pupil does not miss the same lesson too
frequently. Lessons are given initially for a block
of 6 weeks, at the end of which there is a review of
the level of provision required.
Pupils further up the School have lessons during
a study period or, on an occasional basis, at lunchtimes.
Help is given, as appropriate to the needs of each
individual, with spelling, writing, punctuation, grammar,
reading, comprehension, study skills and basic Maths. In
addition, one member of the Maths staff has received
training in meeting the needs of dyslexic pupils and
both liaises with the Learning Support Teacher and
gives guidance to other Maths staff. Progress
is checked regularly and individual support plans are
reviewed at the end of each term or block of lessons. Individual
support can be withdrawn at any point after consultation
between the pupil, parents and Learning Support Teacher.
ii) Classroom
Support
The School is not able to offer the full-time help
of classroom assistants. However, support in the classroom can be offered to dyslexic pupils
in a number of ways:
- Differentiated work
in the classroom
- Occasional help from the
Learning Support Teacher in some lessons
- Help from 6th Form
mentors in some lessons.
Staff Awareness
All staff receive a regularly updated list of dyslexic
pupils; they also have access to a handbook which contains
details of both specific and general dyslexic problems
together with suggested ways of helping alleviate these
problems. All
staff have access to professional development opportunities
and are able to apply for Learning Support training
where a need is identified.
Contact with Parents
Parents of those pupils who have individual Learning
Support lessons receive a progress report at the end
of each term or block of lessons and are involved in
the planning of support plans to meet their children’s
needs.
The Learning Support Teacher is available to meet parents by prior appointment
to discuss any concerns.
Links with other schools
Contact is made with schools from which dyslexic
pupils come to help form a child’s individual
support plan and to ensure continuity. Contact
is also made to find out further information if concerns
arise about a particular pupil.
Evaluation of success of Learning
Support Policy
-
Through monitoring of pupil progress
-
Through regular communication with Heads of Section
and Faculty
-
Through an annual meeting of the Learning Support
Teacher and the Headmaster.
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