The policy of the Learning Support and Development Department
Jane Chatfield is the Learning Support Co-ordinator and is responsible for the day-to-day operation of the department. Importance is placed upon the early identification, assessment and provision of a pupil who may need individual support. This will enable positive intervention to be made without undue disruption to the organisation of the school, including delivery of the curriculum.
The school's definition of dyslexia follows the one accepted by The British Psychological Society which states 'Dyslexia is evident when accurate and fluent word reading, and/or spelling, develops very incompletely or with great difficulty. This focuses upon literacy learning at the word level and implies that the problem is severe and persistent, despite appropriate learning opportunities'.
Initial concerns raised by a teacher or parent about a pupil's learning difficulty will be recorded by the department and discussed with the parents and the pupil. At this first stage, the pupil will be monitored and classroom differentiation may be offered. The pupil may be assessed to determine the extent of his strengths and weaknesses. The assessment may be diagnostic and administered by the Learning Support Department; or it may be cognitive and administered by an Educational Psychologist.
At Stage Two an Individual Education Plan will be drawn up for the pupil. This will involve long term targets to be met through short term goals. The programmes of work are built on the assumption that the short term goals will be completed successfully, with praise and encouragement paramount. The pupil may be withdrawn from some activities, supported in the classroom for others and, with parental permission, have the opportunity of 1:1 tuition once or twice a week. The approach will be multi-sensory (ie more than one sensory channel used for input of information to enable the stronger channel to support the weaker one).
The Individual Education Plan will be reviewed regularly and copies made available to all staff. The pupil will remain fully integrated within the school and all staff involved with the pupil's education will meet with the Learning Support Co-ordinator to monitor progress, review provision and agree the criteria for evaluating success. Parents will receive a written progress report twice a year.
It is hoped that a structured, cumulative programme of work at this level will prevent the pupil from requiring further help. However, if progress is reviewed and it is decided that further help is necessary, the next stage would be to discuss any future action to be taken together with the parents, tutor/form teacher and SENCo.
Specialist outside training courses will be made available to learning support staff and at least one course will be attended each school year. Information and skills gained from a course will be shared with other teaching staff as appropriate.
Jane Chatfield